Delene Human

1.26 Altered Perspectives: Exploring Unexpected Territories through Self-Portraits in the Works of Art Education Student-Teachers (Paper)

Delene Human – University of Pretoria, South Africa

Abstract:

When completing the Postgraduate Certificate in Education (PGCE) programme, Art Education student-teachers are expected to spend a certain period of time at a local South African school for a Work-Integrated-Learning (WIL) experience. Although these students have earned an undergraduate degree in Fine Arts and possess strong artistic skills, they often have little to no experience in the education system. They enter the program with preconceived notions about education and the school environment. In the first few weeks on campus, they formulate their own teaching philosophies and gain insights through Visual Art Methodologies and other pedagogical lectures. However, the reality of teaching Visual Arts at school-level is vastly different from their expectations. When entering the school grounds, they encounter unexpected territory.

For their final project, these students are tasked to create self-portraits. Titled ‘Self Portrait: Altered Perspectives’, the task requires students to create an artwork (any form), using traditional and alternative materials, representing their development and growth as Visual Arts student-teachers. They need to introspectively consider their professional identities and how their perspectives on the education system and self-image as teachers have been altered. A holistic representation of their learning and teaching experiences over the past year is expected. Any materials and techniques are allowed, but new, alternative and unexpected materials and tools, such as the inclusion of technology, are encouraged. Furthermore, self-portraits are not allowed to be photographic images of their actual selves; instead, conceptual interpretations of the theme are expected.

This paper explores how the project has developed over the past five years. I analyse selected works produced by Visual Art Education student-teachers who have navigated unexpected territories and experienced shifting grounds and realities. I show that Permanence in Art Education is an illusion and conclude by highlighting the impact of these experiences on professional identities of student-teachers.