Discipline Based Art Education as an Approach to Art Instruction: The Case of Standard Seven Curriculum in Botswana

Abstract

There are various curricula models in Art and Design, some of which are Critical Studies, Arts Propel and Discipline Based Art Education (DBAE). While these models theoretically have different foci, they are essentially similar in the critical content areas from which they draw their disciplinary knowledge and skills. These are listed under the DBAE as Art History, Art Criticism, Production and Aesthetics. The four disciplinary content areas are critical in the development of fundamental knowledge and skills in Art and Design. Production entails that students apply the art elements and principles of design while at the same time drawing a critical eye from aesthetics. Students explore a variety of media in different ways. They also ask philosophical questions in the process as well as drawing ideas from historical contexts. These are the four things that students do with art. The purpose of this paper is to find out the extent to which the Art and Design curriculum in Botswana is reflective of the fundamental principles of DBAE which has pervaded most art curricula in different countries.

 

Content analysis was done on the existing syllabus and other policy documents that inform the curriculum to identify overlaps. The study was an Action Research and it involved sixty-six level three Art specialists in-service student-teachers from the University of Botswana who worked in groups to share their Art teaching experiences in relation to DBAE. They later identified and categorised Art objectives stipulated in the Creative and Performing Arts (CAPA) syllabus according to DBAE disciplines. When presenting their findings, Student-teachers concluded that Art Production and Art Criticism were effectively addressed during curriculum development compared to the other two disciplines. Nevertheless, they argued that objectives which required learners to explore colour schemes covered ‘Aesthetics’ and the ones seeking for explanation of Visual forms can address ‘Art History’ As a result, the study recommends that an evaluation be done to Art education in the CAPA to include the components of DBAE. Teacher- training institutions also need to prepare students-teachers to incorporate DBAE components in their instruction.