Abstract
What does the current emphasis on incorporating ecology themes in higher education mean for future art teachers' practices? These themes collide in a time of a digital divide, social distancing and when we are experiencing an increase in virtual and screen communication. Consequently, priority is given to visual regimes, which especially deprive us of 'tactile cognition' (material understanding) and embodied learning opportunities.
Therefore, educators of student art teachers have two responsibilities: firstly, we must develop an accessible curriculum that incorporates relevant art theory that addresses ecological issues. Secondly, we must create a methodological framework for art teachers to know how to turn theory (mind) into an educational practice (matter).
This study unthreads the didactic elements of a community-based design curriculum in South Africa. It is aimed to assert that New Materialist approaches and embodied learning are deeply rooted in ecological philosophy and serve to be the most influential school of practised thought to overcome dualist doctrines.
These Social Fabric components involve engaging in a material thinking activity and an embodied learning situation that will lead to the co-creation of sustainable and ergonomically designed garments for cancer patients in palliative care.