This qualitative study explores the prevalent misconceptions surrounding Visual Arts education within the K-12 curriculum. Drawing on the author's teaching experience, the research highlights the misunderstandings held by teachers, parents, and even school management. These misconceptions often portray Visual Arts as an unimportant subject, lacking accreditation or career prospects. Consequently, its potential to enhance learning across disciplines is often disregarded. The study aims to redefine the role of Visual Arts education by showcasing its impact from early childhood to senior high school. Through a narrative approach, the research presents a variety of learning expectations for Visual Arts, drawing comparisons between South African and international perspectives. This exploration seeks to illuminate the positive influence of Visual Arts on the development of critical thinking, communication, and collaboration skills – important for success in all subjects. The anticipated results aim to reveal the interconnectedness of Visual Arts with other disciplines, demonstrating its significant contribution to a well-rounded education. Based on the findings, the study recommends a re-evaluation of Visual Arts within the curriculum. It proposes that schools advocate for a more prominent role for Visual Arts, emphasizing its ability to strengthen learning across subjects and prepare students for future success.

Authors:
Lindelwa Pepu, University of Zululand, South Africa

About the Presenter(s)
Ms Lindelwa Pepu is currently a lecturer for Visual Arts at the Department of Creative Arts, University of Zululand. My research interests are strongly based of seeking agency for the artists through curatorship, heritage and art history.

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