MODELLING AN INTEGRATIVE APPROACH TO THE CREATIVE AND PERFORMING ARTS AND THE VISUAL AND PERFORMING ARTS IN THE PRIMARY SCHOOL CURRICULUM IN BOTSWANA AND ZIMBABWE

Abstract

Curriculum integration is a common approach to contemporary arts education. In Botswana, and Zimbabwe, these arts are differently identified and named. There are eight components in the Botswana Creative and Performing Arts (CAPA) primary school curriculum, namely, art and craft, design and technology, home economics, business studies, drama, dance, music and physical education while Zimbabwe has four, namely, visual arts, theatre, music and dance under Visual and Performing Arts (VPA). The conceptual bases of the two curricula are structurally and pedagogically similar as they share a lot of commonalities. The study revealed that curricula in both countries do not show areas for possible integration to adequately guide teachers in their teaching. Teachers have to work out the integration methods. There are also pedagogical challenges associated with these overloaded curricula areas including teachers’ lack of disciplinary knowledge and skills of the arts. Implications for pre-service and in-service arts teacher education programming are proffered in addition to supervisory knowledge and skills of the arts among education personnel at different levels.