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ABSTRACT
African art education discourse is deeply enshrined in community visual arts and its programming. This article is an analytical narrative documentation of anecdotal historical debate on art education in Zimbabwe. The referential data-based entry provides a historical analysis of the evolution of art education and its programming as a post-CIET phenomenon. The CIET observations provide points of departure for continued debate on achievements and areas requiring further interrogation in art education and community visual arts in Zimbabwe. I conclude by coining a road map for art education in the quest for comparable programming against regional and international best practices.
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Attwell Mamvuto
Attwell Mamvuto (PhD), is a Senior lecturer (Art and Design Education) in the Department of Teacher Education at the University of Zimbabwe. He has published on both art and design education and teacher education in journals such as Arts Education Policy Review, International Journal of Art and Design Education, Studies in Art Education and Alternative: An International Journal of Indigenous Peoples. He has chapters in the International Encyclopedia of Art and Design Education. His research interests include art pedagogy, assessment in art, the art curriculum, and art and culture.