Abstrakt
This study unthreads the didactic elements of a community-based design curriculum in South Africa. It is aimed at asserting that New Materialist approaches and embodied learning are deeply rooted in ecological theory and serve to be the most influential school of practised thought to overcome dualist doctrines.
The 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. The paper suggests that in order to address material understanding and embodied learning experiences towards addressing ecological issues, 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 into educational practice.