SYNERGISING GALLERY NARRATIVES AND ART AND DESIGN TEACHER EDUCATION CURRICULA FOR ENHANCED VISUAL ART PRACTICE
Keywords: Art Education, Contemporary Art, Gallery Narrative, Teacher Education
AbstractThis study explores the nature of visual art gallery narratives by contemporary Zimbabwean artists and their relationship with the Art and Design pre-service teacher education curricula in Zimbabwe. Data were collected from visual artists and college art lecturers using a hermeneutic ethnographic design through interviews, analysis of artworks, studio observations, and analysis of art syllabuses. Data analyses were according to emerging themes and visual texts. It emerged that there is a need for deliberate collaboration and partnership between art galleries and teacher education institutions since student utilisation of these galleries has been at an informal peripheral level and sometimes ad hoc. Pedagogical implications are proffered.
How to Cite
Imbayago, S., Mamvuto, A., Katsamudanga, S., & Kwaira, P. (2023). SYNERGISING GALLERY NARRATIVES AND ART AND DESIGN TEACHER EDUCATION CURRICULA FOR ENHANCED VISUAL ART PRACTICE. ZANGO: Zambian Journal of Contemporary Issues, 35, 42-56. Retrieved from https://journals.unza.zm/index.php/ZJOCI/article/view/963