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oa Litnet Akademies : 'n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe - Cliff Richard : 'n opvoedkundige waardering

Volume 6, Issue 3
  • ISSN : 1995-5928

 

Abstract

In hierdie artikel word geargumenteer dat daar gemeenskaplike hoedanighede tussen estetiese ervarings en opvoedkundige ervarings, en tussen kunstenaarskap in die wêrelde van die kunste en die onderwys bestaan. Deur middel van interdissiplinêre konneksies kan die hoedanighede van kunstenaars en estetiese ervarings geïdentifiseer en dan as rigtingwysers vir die oplossing van probleme in die klaskamer benut word. Kunstenaars moet weet hoe om die aandag van hulle gehore te kry en te behou, en onderwysers kan strategieë wat kunstenaars gebruik, identifiseer wat nuttig mag wees in klaskamers. Tydens 'n werkwinkel is 'n optrede van Cliff Richard deur 20 onderwysers van 'n sekondêre skool in Bloemfontein, Suid-Afrika, ontleed binne die raamwerk van Waarderende Ondersoek (WO). Deur kodering van onderwysers se insigte en die voorstelling daarvan deur middel van 'n radargrafiek word nege hoedanighede van die kunstenaarskap van Richard bespreek en aan opvoedkundige teorie gekoppel. Die relevansie van hierdie hoedanighede vir probleme in Suid-Afrikaanse klaskamers en vir die skep van buitengewone leerervarings word aangedui.

In this article it is argued that common attributes exist between aesthetic experiences and educational experiences, and between artistry in the worlds of the arts and education. By means of interdisciplinary connections the attributes of artists and aesthetic experiences can be identified and then serve as direction indicators for the solution of problems in the classroom. Artists have to know how to get and keep the attention of their audiences, and teachers, by studying their artistry and performances, can identify strategies used by artists that might be useful in classrooms. During a workshop where 20 teachers from a secondary school in Bloemfontein, South Africa, studied a performance of Cliff Richard, the attributes of his performance and artistry were analysed within the framework of Appreciative Inquiry (AI). By coding the insights of the teachers and the presentation of these insights by means of a radar graph, nine attributes of the artistry of Richard are discussed and connected to educational theory. The relevance of these attributes for problems in South African classrooms and for the creation of exceptional learning experiences is indicated.

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/content/litnet/6/3/EJC62232
2009-12-01
2016-12-10

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