Olofsson, Justine Judith Felicia2006-10-262006-10-262006-10-26http://hdl.handle.net/10539/1464Faculty of humanities School of Arts 9407481e justine.ol@absamail.co.zaThis research report involves an evaluation of a street children art programme delivered by Imbali Visual Literacy Project a non-governmental organisation based in Johannesburg, South Africa. Little attention has been given to evaluating art programmes aimed at ‘marginalised youth’. This marks a gap in current theorising in the area. The programme is presented in terms of the “progressive” and “liberal democratic” ethos that is identified as informing Imbali’s approach. This approach is critiqued by drawing on Grant Kester’s ideas of ‘dialogical aesthetics’. A new participatory and collaborative model for initiating art programmes aimed at marginalised youth is proposed. This model draws on Kester’s ideas as well as the value Imbali places on art-making processes. It is advocated that participants on such programmes should be encouraged to play an active role in taking responsibility for their own development through both art-making and dialogue. If programmes are conceived of in this way it is claimed that there is more of a chance they can effect sustainable change and development.16918 bytes13848 bytes10055 bytes45439 bytes56234 bytes58510 bytes46029 bytes56296 bytes38063 bytes95122 bytes35442 bytes66984 bytes1184296 bytes48335 bytes83146 bytes590848 bytes70652 bytes67192 bytes10611 bytes10123 bytesapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfenevaluationvisual art programmeStart chlidrenImbaliThesis