Browsing by Author "Arbuckle, Katherine Elizabeth."

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Beyond Sumi-e: A practice-led investigation into the influences of an ancient art form on contemporary artists,with reference to the artworks of Hiroshi Senju and Yoshio Ikezaki.
(2019) Adams, Denise Ingrid.; Arbuckle, Katherine Elizabeth.; Hall, Louise Gillian.
This study investigates the influence of traditional ink painting from Japan, Sumi-e, on the artworks of two contemporary artists, Yoshio Ikezaki and Hiroshi Senju. It also examines the impact of these influences on my own artmaking. This research included the identification and description of the key elements, characteristics and philosophy forming the basis of Sumi-e, as a framework of reference. The philosophy and aesthetics associated with traditional Sumi-e reflect Zen Buddhism as well as traditional Japanese culture. There is very limited literature available in English on Sumi-e. It has strict principles, one of which is ‘learn the rules and break the rules’. This principle has been a point of departure for my own art practice, and I explore the influence of this principle on the art practices of Senju and Ikezaki. This study used practice-related research methodology with a case study approach. These combined methods offered subjective flexibility through using personal experience of learning, teaching and practicing Sumi-e. In addition to a literature review, data was collected through questionnaires conducted with the two artists, and the analysis of their artworks. My own practice is captured visually in my workbooks where I have recorded and photographed my practice, together with swatches of materials. These ten workbooks form the link between my research and my art practice, and viewing these enhances the interpretation of both bodies of work. The case studies of the artists revealed that while Senju was not explicitly influenced by Sumi-e, elements of this aesthetic resonated in his work. The influence of Sumi-e on Ikezaki was more pronounced because his initial traditional Japanese artistic training included Sumi-e. Both artists expanded beyond these boundaries. New insights challenged my assumptions about Japanese culture and art practices. Breaking the rules of traditional Sumi-e and a nexus of other influences catalysed my artmaking, manifesting in the materiality of the works. Theories of materiality expand on the role of materials and material thinking in artmaking. Investigations of sites and contexts of display result in a shift beyond conventional modernist display of two-dimensional artworks hung vertically on gallery walls. Results vi included an installation of my artworks in a forest, and the evolvements of three-dimensional forms. The forest atmosphere enhanced and intensified the materiality through the movement of air, light and shadow. The final gallery exhibition titled “Beyond” recreated the ambience of the forest installation, using limited lighting, shadows, a breeze, the sounds of the forest, and film footage projected over the artworks. Key words: Sumi-e, natural materials, Japanese art, practice-related research, material thinking, materiality, holistic art practice.
A case study of Endleleni Adult Education Centre and how it relates to the community in Madadeni, KwaZulu-Natal.
(2016) Mutula, Dorah Lyaka.; Arbuckle, Katherine Elizabeth.
Adult education contributes to poverty mitigation and enables members of the community to acquire knowledge and skills for development within their local communities. The White Paper for Post-Schooling Education and Training in South Africa has moved towards a new vision of adult learning sites as community colleges. This shift is intended to enable youth and adults to access formal education within their local communities. This case study explores centre-community relations at Endleleni Adult Education and Training (AET) centre in Madadeni, KwaZulu-Natal. Given the context and vision of community colleges as adult learning sites, this study examines the relations that exist between the Endleleni AET centre and the community that it serves. The study examines the links to other institutions in the community and how the relations impact on the effective functioning of the centre. It also examines how adult education impacts on the lives of the learners in terms of livelihood, civic participation and family life. Literature reviewed for this study focused on: the adult education system in South Africa, policy and basic education in South Africa, the concept of community and AET centres in the community, adult education and livelihoods and private adult education. A case study design within a qualitative approach to data collection necessary for this research study was employed. Focus group interviews, semi-structured individual interviews and participant observation were used as key methods for data collection. Data was examined using both systems theory and social capital theory because of their interrelatedness. The findings for this study show that there are relations at Endleleni AET centre between the learners, teachers and the community based on mutual trust. Good relations with the host school is a great resource to the centre in a number of ways, including the provision of a venue to the AET centre. There are links with the ‘war rooms’ and church for recruitment of learners. The other links are extra murals and gardening, suggesting a holistic care approach that the centre offers to the community. The good relations at the centre are attributed to a strong and efficient centre manager.
“Catching reading”: an investigation into the use of an online social book networking platform and its influence on Grade Eight students’ reading habits.
(2020) Reid, Irene Rose.; Arbuckle, Katherine Elizabeth.
This study investigates the effects of an online social book platform on secondary school learners’ reading habits, in order to explore how teachers and librarians can support students in improving their motivation and ‘will’ to read. Research shows that the affective processes of reading powerfully predict a reader’s engagement and success in reading and help to sustain the reader in their long-term reading journey. As students move into adolescence, and start secondary school, their motivation to read books for pleasure appears to decrease. Students appear to lose the ‘will’ to read books for pleasure. This results in less time spent reading books and engaging with written book texts, and thus students do not enjoy the potential benefits that this type of reading offers. The focus of this research has been on book reading. There is a vast amount of research showing the immense benefits that book reading confers on the readers’ current and future lives. Researchers agree on the benefits of book reading but there is limited research investigating the role of the affective processes involved in reading, namely: reader attitude, reader self-concept, a reader’s value of reading and a reader’s motivation for sustained and regular reading. The social nature of technology and its popular status in the life of the adolescent may afford these students’ opportunities that might impact their reading ‘will’, thus positively influencing their reading motivation, resulting in a more positive reader attitude, reader self-concept, as well as improved perceptions of the value of reading. In this exploratory case study in an all-girls’ secondary school in Durban, KZN, South Africa, Grade Eight students were introduced to Goodreads (GR), a social book networking platform specifically aimed at readers and book lovers. The aim of this study was to investigate and explore the use of the online platform GR, and how through its creative and engaging technological interface, it might impact and influence the young adolescent readers’ reading for pleasure. It was thought that GR might afford each reader a differentiated reading experience, a personalised meeting of other book lovers, readers and authors and in doing this connect with these adolescent readers where they were in their reading journey. In this case study I followed the reading journey and reading activity of 170 Grade Eight students. Using mixed methods, quantitative and qualitative data from the student survey responses and written reading reflections, as well as observations of their time spent on the GR intervention, this case study has indicated some change in relation to their reading engagement, reading volume, reading motivation, reader self-concept and perceived value of reading. The findings show that a readers’ motivation varies depending on the individual. Thus, to increase and arouse a student’s reading motivation the interventions sought must be personal and differentiated rather than systemic. Themes identified in this research are: the importance of choice and goal setting in reading; the social capital of reading within the school, home and community as it relates to a student’s value of reading; and the reader’s reading self-concept which is related to their motivation for reading. Implications for parents, teachers of reading and librarians are discussed, and recommendations for further research generated.
Introducing advances in non-toxic intaglio printmaking at the Centre for Visual Arts UKZN through practice based research.
(2018) Pretorius, Casparus Eloff.; Arbuckle, Katherine Elizabeth.
This study investigated the reduction of hazards in intaglio printmaking through practicebased research of non-toxic etching and intaglio materials. Traditional etching techniques involve health, safety, and environmental hazards that can be minimised by using alternative non-toxic materials and processes. This study investigated the potential of using non-toxic intaglio printmaking methods in place of traditional methods at the Centre for Visual Arts (CVA) at the University of KwaZulu-Natal (UKZN). A review of literature on non-toxic intaglio printmaking revealed a gap in non-toxic research specific to the South African context. A case study of a Belgian non-toxic printmaking studio was conducted over a period of three months, which enabled practical non-toxic printmaking experience to be compared with traditional printmaking methods. Qualitative data was collected through artistic practice, observation, interview, and collection of artefacts. The non-toxic alternatives were found to be capable of achieving the visual effects generally associated with traditional etching methods and materials, while reducing the number and variety of hazardous materials present in the printmaking studio. General Systems Theory was used to analyse the ‘parts' which comprise the ‘whole’ etching system. The processes and materials used in etching were studied as parts with interrelations that are used as a means of artistic production. By isolating these parts and systematically testing alternatives, a non-toxic etching method was developed for the CVA. This practice-based research process resulted in a series of printed artworks. These works explored relevant themes including toxicity, disruption, the overview effect, and the impact of human activity on the earth system. The works incorporated traditional and high-altitude perspectives of mining waste sites which were identified as disrupted South African landscapes. In these landscapes, toxic chemical waste and extractive mining activities had changed the environment dramatically. The disruption of the landscapes depicted in the printed works is a thematic extension of the disruption of traditional printmaking methods through the introduction of non-toxic methods. This disruption improved safety by reducing chemical hazards in intaglio printmaking practice, and contributes to making this mode of artistic practice more sustainable.
An investigation into male participation in adult education classes at Endleleni Public Adult Learning Centre.
(2016) Zwane, Eunice Sibongile Thembi.; Arbuckle, Katherine Elizabeth.
This study focuses on gender, with a particular interest in male participation in adult education centres. The attention is on men because from my experience there are few men in these centres. The purpose was to explore the factors impacting on male participation in adult education centres, with particular reference to Endleleni AET centre in Madadeni, Newcastle in the northern KwaZulu-Natal province. A qualitative case study approach was adopted within the interpretive paradigm to explore the men’s views about education, their experiences of learning and the factors that affect their participation in an adult centre. Qualitative research was appropriate because it seeks to explain and understand social phenomena within their natural setting. The data were collected by means of a life history interview, discussion with men and individual interviews with teachers, as well as class observation. This was done for triangulation purposes. Collected data were analysed by means of both inductive and deductive approaches, and themes were identified. Guided by Rogers’ concept of motivation and Owens’ barriers to learning, the study explored the motivation of men to register at the centre. It has been argued that motivation varies between individual men and can determine the reasons for a man to participate in adult classes. Gender inequality in the provision of adult education may steer men away from engaging in educational activities. This creates pressure among men and they may find themselves responding differently to situations. This research has revealed that men are aware of the benefit of education but their participation gets affected by a combination of factors, which may stem from a man’s disposition, his situation or from the institution itself. Men’s participation may also be influenced by community expectations, their cultural norms and the manner in which they respond to these in different ways. However, the men in this study who do attend, feel they have gained many benefits from adult classes.
Just drawing: a case study of Visual Arts as a subject in an urban northern KwaZulu-Natal state high school.
(2022) Pepu, Lindelwa.; Arbuckle, Katherine Elizabeth.
This qualitative study investigated a well-established urban public high school that offers Visual Arts at Further Education and Training level. This was based on the aim of understanding the role and status of Visual Arts as a subject within the school curriculum. There are perceptions that Visual Arts is treated as less important than other School subjects like Maths and Science. The research addressed the main question: What is the role of Visual Arts as a school subject, and what do the perceptions and practices of stakeholders at School X reveal about the status of Visual Arts as a learning area? This investigation was a case study with the subject of Visual Arts in School X as the unit of analysis. The research instruments were documentary analysis, questionnaires, and observational evidence. This allowed triangulation of evidence by gathering data from different sources. The participants were a stratified sample including learners, educators, parents and school management. The research revealed that the perceptions and practices of stakeholders are not clearly stipulated with regards to promoting, encouraging, and informing learners and parents about Visual Arts. The school-based participants, that were the Visual Arts teacher, nonvisual arts teachers and school management, did not give clear directives about the role of this subject in the school. The study found that knowledge about the subject of Visual Arts needs to be promoted among stakeholders so that it can grow and be better resourced.
Responses of tertiary institution learners towards information, education and communication materials used to prevent HIV in Lesotho.
(2016) Mahloane-Tau, 'Makonita Sophie.; Preece, Julia.; Arbuckle, Katherine Elizabeth.
Abstract available in PDF file.
A study of pictorial interpretation of health education illustrations by adults with low literacy levels.
(2014) Arbuckle, Katherine Elizabeth.; Lyster, Elda Susan.
Print materials for audiences with low levels of literacy usually include illustrations. This is particularly true of health education materials designed to raise awareness of serious diseases like the Human Immuno-deficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS) and Tuberculosis (TB). When people cannot read well, it is often assumed illustrations will communicate information more clearly than written text. Theories of visual communication, however, suggest that visuals are ambiguous and more likely to be misinterpreted than written text, especially by under-educated viewers in environments where visuals and print materials are scarce. Moreover, the traditional guidelines on illustrating educational materials for adults with limited literacy are dated and often anecdotal. Due to South Africa’s high HIV/AIDS and TB infection rates, effective health education is important. The lack of basic literacy skills among millions of adults presents a challenge. It is important to understand the communicative potential and limitations of illustrations in health education materials in order to maximise their success. This qualitative research analyses how visual meaning is structured in illustrations from health education print materials from a semiotic perspective. A mixed method approach known as hybridised semiotics (Penn, 2000) is used, which in this case combines the semiotic analysis of the illustrations with data collected through interviews. Audience interpretations of the illustrations are contrasted with the producer’s intended meanings. 23 individual interviews were conducted with Zulu-speaking adult participants from ABET Level 1 Zulu literacy classes in two rural and two urban literacy centres in KwaZulu-Natal. The research instrument for the interviews included illustrations in different illustrating styles and with different approaches to content. The content of the illustrations included HIV/AIDS; the digestive system, safety for caregivers, and TB. The illustration styles included artistic techniques, levels of stylization, pictorial depth and background detail. The participants frequently misinterpreted the illustrations, or were able to describe the basic appearance of what was depicted without interpreting the complexities of the intended messages. Reported education levels seemed to influence participants’ abilities to interpret pictures, but not as significantly as expected. Findings suggest that rural participants were more likely to misinterpret illustrations containing symbols and unfamiliar objects, and tended to focus on describing surface details. Even though urban participants were more likely to discuss the connotations of illustrations, they often misinterpreted the intended message. Previous background knowledge and experience of the subject matter of the illustrations seemed to be the factor that enabled participants to infer the intended meanings of illustrations. This study demonstrates the use of a semiotic approach to analysing illustrations, which may help to predict and avoid sources of confusion for audiences with low literacy. It also confirms that certain guidelines remain relevant while others do not, and provides specific recommendations on how to enhance the effectiveness of visual communication in this context. Illustrations have many beneficial roles, and remain essential components of reading material for audiences with low levels of literacy. It is therefore important to understand their complexity, and the reasons why they may be misinterpreted, so that their educational potential can be maximised.