The Impact of Infrastructure on Teaching Creative Arts to Grade 3 Learners in Foundation Phase

Abstract

Learning outcomes are not the only focus of the Creative Arts curriculum; the availability of facilities and resources that support and foster learners' creativity is equally important. Infrastructure plays a critical role in shaping effective learning and teaching processes. In addition to developing learners' creativity and highlighting the value of the arts, Creative Arts education equips learners with knowledge and skills that contribute to their development as creative individuals beyond the classroom. The aim of this study was to explore the impact of infrastructure on the teaching of Creative Arts to Grade 3 learners in Foundation Phase in the Man’ombe Circuit of the Mopani East District. The study adopted an interpretivist paradigm and a qualitative research methodology. Data were collected through semi-structured interviews, and classroom observations. Thematic analysis was used to analyse the data. The population of the study comprised of all Foundation Phase Grade 3 teachers in the Man’ombe Circuit who were impacted by infrastructure challenges in the teaching of Creative Arts. A purposive sampling was used to select two Grade 3 teachers from each of the three schools, resulting in a total of six participants. The study was underpinned by Lev Vygotsky's Creativity Theory, which emphasizes the role of social interaction and learning environments in developing creativity. Findings revealed that school infrastructure and the availability of resources significantly influence instructional practices and learner engagement in Creative Arts. Teachers working in well-resourced environments were more likely to implement interactive and creative teaching strategies, while those in under-resourced schools faced limitations in delivering effective lessons. Overall, the study found that meaningful Creative Arts education depends not only on teacher motivation but also on supportive learning environments, adequate resources and institutional commitment. The study concludes that inadequate infrastructure hinders effective and innovative teaching of Creative Arts. It recommends that the Department of Basic Education ensure that all schools, particularly those in rural areas, are adequately resourced to promote engaging, creative, and effective teaching and learning in Creative Arts.