Original Research

Service-learning through Art Education

Georina Westraadt
South African Journal of Childhood Education | Vol 8, No 1 | a511 | DOI: https://doi.org/10.4102/sajce.v8i1.511 | © 2018 Georina Westraadt | This work is licensed under CC Attribution 4.0
Submitted: 17 November 2016 | Published: 18 July 2018

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Georina Westraadt, Faculty of Education, Cape Peninsula University of Technology, South Africa

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Intermediate Phase students in the Bachelor of Education programme who elect art as one of their majors often experience problems in the teaching of art at schools during teaching practice. To overcome this problem, a service-learning project was designed by which students were granted the opportunity to teach art to children from a children’s home. This project proved to be a valuable component in curriculum studies in the fourth year of Art Education. To determine in which way and to what extent art lessons contribute to the development of children and students, a case study was conducted. Data were obtained from studying their conduct and the results of their work. Additional data were drawn from interviews with caregivers at the home and discussions with children to determine to what extent art classes had an effect on their lives. Student evaluations and interviews upon completion of the project provided data which emphasised the reciprocal nature of this service-learning project. Considering the data, inferences can be drawn about the value of service-learning to learners and students, accompanied with suggestions for the future development of the project.


Art Education; Curriculum Studies; holistic development; service-learning; teaching practice


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