Emotive Art: An Analysis of Graffiti from Selected Secondary Schools in Bikita-Matsai District, Zimbabwe.
This study makes an in-depth analysis of graffiti from selected secondary schools in the Bikita-Matsai district in Zimbabwe that includes but is not limited to trusses, office doors, chalkboards, classroom and toilet walls. The Study focuses on the words and drawings in these spaces. The emphasis on...
| Publicado en: | Critical Arts: A South-North Journal of Cultural & Media Studies Vol. 37; no. 1; pp. 39 - 54 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Feb2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=169833630&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 169833630 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 02560046 CTA jtl: Critical Arts: A South-North Journal of Cultural & Media Studies issn: 02560046 maglogo: N pubinfo: dt: Feb2023 vid: 37 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 169833630 10.1080/02560046.2023.2212747 ppf: 39 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 2.3MB tig: atl: Emotive Art: An Analysis of Graffiti from Selected Secondary Schools in Bikita-Matsai District, Zimbabwe. aug: au: Zimuto, Nyasha C. Mojapelo, Mampaka L. Mutasa, Davie E. affil: Department of African Languages, University of South Africa, Pretoria, South Africa su: Secondary schools Blackboards Classrooms Emotions Zimbabwe sug: subj: Zimbabwe Secondary schools Blackboards Classrooms Emotions keyword: affective states Dadaism emotive graffiti Historical-Philological Semantics ab: This study makes an in-depth analysis of graffiti from selected secondary schools in the Bikita-Matsai district in Zimbabwe that includes but is not limited to trusses, office doors, chalkboards, classroom and toilet walls. The Study focuses on the words and drawings in these spaces. The emphasis on the importance of contextualisation of text is used to bring to the fore different contextual meanings of graffiti words. For this study, the psychologically oriented Historical-Philological Semantics theory and Dadaism were adopted. The psychological aspect of the Historical-Philological Semantics theory helps analyse different emotions imprinted on the walls as secondary school learners emotively write on the surfaces. Art without rules is also analysed from a Dadaism perspective. The study makes use of both qualitative and quantitative research methodologies. The research found that there is a symbiotic relationship between graffiti in secondary schools and the emotions of the authors who are secondary school learners. Graffiti has been proven by the findings to be a sanctuary which learners use to preserve and make known their inner emotions that are brewed during the learning and teaching process. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Critical Arts: A South-North Journal of Cultural & Media Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Critical Arts: A South-North Journal of Cultural & Media Studies holder: Taylor & Francis Ltd dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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