Printmaking as an empowering tool to teach life skills in a Johannesburg high school classroom

M.Tech. (Fine Art)Abstract: This research aims to observe and evaluate how printmaking can be used as an empowering tool in the classroom, to promote self awareness, teamwork, and allow for well informed choices amongst high school learners through art-based interventions. In this study, I address selected social and emotional challenges amongst learners such as bullying and self-harm behaviour that impact cultures, contexts and certain performance constraints within South African school environments. Through art-based learning and activities I investigate how visual art may inculcate an awareness of harmful social behaviour. In so doing, I help create positive change supported by the research of Joshua Guetzkow (2002:4) where he views how the arts supports cognitive, psychological and interpersonal capacities amongst learners. I further draw attention to this research under the guidance of a private educational psychologist if emotions are triggered amongst learners for which I may not be qualified to manage, and in support of classroom activities and learning processes. I look at understanding the application of educational theory (Paulo Freire 2005, Jack Mezirow 1997 and Lev Vygotsky 1978,1993), to help frame an application of educational theory in learning as social transformative practice. I adapt literature theory in order to discover meaning through multiple critical perspectives and applications in this research study to illustrate an approach for art in schools to improve work performance and self-esteem amongst learners. The research comprises three, themed cycled projects supported by professional facilitators, which made use of printmaking to provide learners with opportunities for self-reflection, commitment and technical discipline. The objectives were, firstly, to understand the extent of anti-social behaviour amongst learners at the College. Secondly, to design appropriate art-based printmaking interventions that tracked cycles of learning drawing from Action Research methodology. By engaging in art activities, observations and evaluations of the three project cycles, outcomes are supported with qualitative research in order to gain an understanding of underlying reasons, opinions and motivations in support of investigation and deepened learning