Faculty of Education, University of Pretoria, 0001 Pretoria, South Africa; Faculty of Education, University of Pretoria, Groenkloof Campus, Groenkloof, Pretoria 0001, South Africa
Maree, J.G., Faculty of Education, University of Pretoria, 0001 Pretoria, South Africa, Faculty of Education, University of Pretoria, Groenkloof Campus, Groenkloof, Pretoria 0001, South Africa; Pienaar, P.A., Faculty of Education, University of Pretoria, 0001 Pretoria, South Africa
In this study we investigate the impact of a narrative arts learning programme on the self-concept of Grade 9 learners in the Life Orientation classroom. The programme was designed in response to a suggestion contained in the government guidelines for Life Orientation. The aims of narrative counselling were employed to allow the learners to tell their stories to themselves and others, and the arts component allowed the learners an opportunity to give visual substance to their individual and collective narratives. Brief video recordings were made of each group's interactions during the narrative arts episodes in order to compile an edited video overview of the process. The aims of positive psychology were embedded in the structure and design of the arts episodes and activities. © 2009 A B Academic Publishers.
