Attwell Mamvuto
3 Publications in AERD
Author Publications
Export PDFThe changing African art and design curriculum: narratives from teacher education
By Attwell Mamvuto
This is a comparative study of the indigenization of teacher education art and design curricular in Botswana and Zimbabwe. The study methodology involved a critical review of various policies, art curricular, operational documents and focus group discussions with art and design lecturers in associate teachers’ colleges. Results revealed a general gravitation toward African narratives as evidenced in the curricular documents, instructional strategies and examinations. There was, however, a predominance of Western art in the curricular for both countries. The study proposes establishing deliberate equilibrium between Western and African art as well as implementing an eclectic didactical and pedagogical approach which will expose the student to local, regional and the expansive world art. © 2021 Taylor & Francis Group, LLC.
Portfolio implementation for self-reflection and professional growth of students in the arts
By Attwell Mamvuto
This qualitative study investigated the integration of personal teaching portfolios by three-year post Diploma in Education learner-lecturers pursuing a Bachelor of Education degree in Teacher Education (B.EdTE) in art and design and music. The portfolio approach was implemented within the attachment phase of the programme in teachers colleges. Findings revealed that individual mapping aided professional growth and application of disciplinary content knowledge by students. In addition, reflection featured as a central self-assessment construct in portfolio development. However, limited sessional time in colleges marred students from initiating and exploring innovative pedagogical strategies for enhanced learning. The study suggests extending the conception of the portfolio to include digitalisation of research based materials and implementation of broader authentic assessment modes within dialogical and collegial frameworks for the development of 21st century competences in teaching art and design and music. © 2021 International Visual Sociology Association.
Visual Arts and Art Education in Zimbabwe Since the 1999 Presidential Commission of Inquiry into Education and Training (CIET) Report
By Attwell Mamvuto
African art education discourse is deeply enshrined in community visual arts and its programming. This article is an analytical narrative documentation of anecdotal historical debate on art education in Zimbabwe. The referential data-based entry provides a historical analysis of the evolution of art education and its programming as a post-CIET phenomenon. The CIET observations provide points of departure for continued debate on achievements and areas requiring further interrogation in art education and community visual arts in Zimbabwe. I conclude by coining a road map for art education in the quest for comparable programming against regional and international best practices. ©, Copyright Taylor & Francis.
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