Tydskrif vir Geesteswetenskappe - Volume 54, Issue 2, June 2014
Redakteursprys vir die beste artikel
Source: Tydskrif vir Geesteswetenskappe 54 (2014)
Die afgelope jare kon die TGW-redaksie reeds artikels nomineer om in aanmerking te kom vir die ATKV-prys. Dit is met groot genoegdoening dat ons kan bekend maak dat daar vanaf vanjaar ook, onafhanklik van die ATKV-prys, 'n prys ingestel word vir die beste artkel wat gedurende die voorafgaande jaar (of jare) in die Tydskrif vir Geesteswetenskappe gepubliseer is. Die waarde van die prys beloop R10 000 per jaar en word bekostig uit 'n skenking deur prof OBW Greeff aan die Akademie.
"Mag ons vergeet?" 'n Geskiedenis-serie en Afrikanernasionalisme, 1937-1948 s
Source: Tydskrif vir Geesteswetenskappe 54, pp 178 –204 (2014)
Met hierdie studie word die rol ondersoek wat 'n geskiedenisreeks van Nasionale Pers, getiteld "Ons Geskiedenis-Serie", tussen 1937 en 1948 ten opsigte van Afrikanernasionalisme gespeel het. Enersyds het die reeks beoog om Afrikanernasionalisme te bevorder, maar andersyds het dit 'n behoefte by Afrikanernasionaliste bevredig en was die publikasies 'n aanduiding van die stand van hierdie nasionalisme. Vooraf word daar ter wille van konteks gekyk na vroeë Afrikanergeskiedskrywing, Nasionale Pers se rol in hierdie geskiedskrywing, en die opbloei van Afrikanernasionalisme in die dertigerjare. Daarna kom die ontleding aan die beurt van die 21 werke wat in die reeks verskyn het. Met die oog daarop word die aard van die hooftemas en die aard van die individuele werke onder die loep geneem. Die hooftemas was die volksplanting, die Groot Trek, die Eerste Vryheidsoorlog of Eerste Anglo-Boereoorlog, die Anglo-Boereoorlog van 1899-1902, en die Afrikaner se ekonomiese en geestelike vernedering voor Brittanje ná die oorlog en in die eerste dekades van die twintigste eeu.
"Should we forget?" A history series and Afrikaner nationalism, 1937-1948
In this study an investigation is undertaken of the contribution made to Afrikaner nationalism by a history series, the "Ons Geskiedenis-Serie", published between 1937 and 1948 by Nasionale Pers.
On the one hand the series aimed to promote Afrikaner nationalism, but on the other it also satisfied a need among Afrikaner nationalists, and was an indication of the state of Afrikaner nationalism. In order to provide the appropriate context, early Afrikaner historiography, the role played by Nasionale Pers in this regard, and the rise of Afrikaner nationalism in the 1930s, are discussed.
In the last decades of the nineteenth century, a number of Afrikaners produced examples of volksgeskiedenis, the history of their own people. Meanwhile, Afrikaner nationalism flourished under the spectre of foreign oppression; for the republican Afrikaner the threat of British domination and imperialism became increasingly real.
At the time of its establishment in 1915, Nasionale Pers had three main objectives. These were to promote Afrikaans literature, language and culture and, closely linked to this, the promotion of Afrikaner nationalism. Secondly, to make a profit to boost its meagre finances as far as possible. A third aim involved publishing educational material for teaching purposes.
Die herbetowering van 'n ont-towerde wêreld s
Source: Tydskrif vir Geesteswetenskappe 54, pp 205 –216 (2014)
Sou die herbetowering (skepping, maakbaarheid) van of die luisterverlening aan hierdie wêreld 'n geldige en haalbare en noodsaaklike opsie wees wat ook die skepping en invensie van sin verwesenlik? Indien wel, wat sou die verwagtinge wees? Waarop sou die klem moes val en sou dit wel, soos sommige aandui, die karakter van 'n stryd moes aanneem ten einde wêreldskepping en sinvervulling te verwesenlik?
The re-enchantment of a disenchanted world
Ekonomie en meertaligheid : 'n herbesinning oor die Suid-Afrikaanse taalbeleid : navorsings- en oorsigartikels
Author Theo Van der Merwe
Source: Tydskrif vir Geesteswetenskappe 54, pp 217 –234 (2014)
Daar word geargumenteer dat taal meer as net 'n kommunikasiemiddel is en dat die kulturele aspek of intrinsieke waarde van taal nie geïgnoreer mag word nie. Die koste van meertaligheid word dikwels oorbeklemtoon, terwyl die sosiale voordele onderskat en selfs oor die hoof gesien word. Dit het daarom nodig geword om meertaligheid in Suid-Afrika vanuit 'n ekonomiese perspektief te ontleed. Meertaligheid skep 'n positiewe eksternaliteit en die sosiale welvaart van Suid-Afrika kan verhoog word indien die sosiale voordele van meertaligheid die koste oorskry.
Eentaligheid bevoordeel hoofsaaklik die elite en lei tot die verdere uitsluiting van minderbevoorregtes. Verder weerspreek dit ook die Suid-Afrikaanse Grondwet. Sensus 2011 word gebruik om aanbevelings oor 'n werkbare en bekostigbare meertalige beleid vir Suid-Afrika te maak, aangesien dit 'n meer objektiewe norm is. Vier amptelike tale, naamlik Afrikaans, Engels en die Nguni- en Sotho-tale, word vir nasionale regeringsvlak aanbeveel, bepaal deur die aantal eerstetaalsprekers van die onderskeie tale. Die Nguni- en Sotho-tale word saamgegroepeer in ooreenstemming met 'n aanbeveling van Alexander. Drie tot vier tale word as amptelike tale op provinsiale vlak aanbeveel ten einde Engels as lingua franca te akkommodeer.
Hierdie voorstelle verteenwoordig 'n meer praktiese, uitvoerbare en bekostigbare taalbeleid en sal boonop verseker dat die huidige amptelike tale steeds as amptelike tale op ten minste een van hierdie twee owerheidsvlakke gebruik word. Belangegroepe sal egter druk op die regering moet uitoefen om te verseker dat meertaligheid verwesenlik word, gegewe die onverskilligheid van die regering in dié verband tot dusver.
Economics and multilingualism : reconsidering language policies for South Africa
Economics of language is a relatively small branch of economics that has been receiving more attention lately. South Africa is a multilingual and multicultural society, but surprisingly, South African economists have not paid much attention to this topic so far. The main reason for this indifference may be that South Africa, as a developing country, faces the typical challenges characteristic of such countries, for example high levels of poverty and unemployment, a skewed distribution of income and high crime levels, which may cause language issues to appear of secondary importance.
It is, however, argued in this paper that multilingualism is an important matter and that the development of a viable and affordable language policy for South Africa is important for a progressive and stable South Africa. Multilingualism is defined as the use of more than two languages. The current language policy of 11 official languages as specified by the South African Constitution is not viable or affordable, with the result that English is the main beneficiary. It is important to have a lingua franca for inclusive communication and nation building, but not at the expense of the other South African languages. Monolingualism mainly benefits the elite and contributes to the social exclusion of the poor. Furthermore, it also contradicts the South African Constitution.
Die see (2011) deur Reza de Wet : 'n slawedrama? : navorsings- en oorsigartikels
Source: Tydskrif vir Geesteswetenskappe 54, pp 235 –247 (2014)
Die wals van Afrikaanse "a" met "l" s
Source: Tydskrif vir Geesteswetenskappe 54, pp 248 –266 (2014)
Evaluasie van die Afrika-Unie as internasionale organisasie
Authors: Henri Bezuidenhout and Ewert Kleynhans
Source: Tydskrif vir Geesteswetenskappe 54, pp 267 –282 (2014)
Die halfeeu-viering van die Organisasie vir Afrika-Eenheid (OAE) en die eerste dekade van die Afrika-Unie (AU) is gedurende 2013 gevier. Hierdie studie evalueer die sukses van die AU as internasionale organisasie (IO). Eerstens is die teorie van IO's bestudeer, wat daarna as agtergrond dien deur middel waarvan die Afrika-Unie geassesseer kan word. Die rol en optrede van die AU in besondere gebeure, soos in Zimbabwe, Somaliland, die Arabiese lente, die DRK en Darfoer, is teen hierdie teoretiese agtergrond beoordeel.
Daar is bevind dat die AU gedurende sy eerste dekade 'n groot mate van sukses op sekere gebiede bereik het, maar dat dit ook in baie gevalle nog gebrekkig gebly het. Die AU het 'n al groter wordende rol om te speel in die internasionale arena as supranasionale regering, en as bemiddelaar van streeksintegrasie en samewerking. Hulle was suksesvol om 'n kollektiewe internasionale ekonomiese eenheid te vorm, maar het meestal misluk om konflikte te beredder en 'n kultuur van demokrasie te vestig. Die slotsom is dat alhoewel die AU gemengde resultate behaal het, daar 'n groeiende sukseskoers bestaan en dat die AU dus nie sonder meer as 'n algehele mislukking bestempel kan word nie.
An evaluation of the African Union as an international organisation
The half centenary of the Organisation of African Unity (OAU) and the first decade of the African Union (AU) were celebrated during 2013. The OAU was established on 25 May 1963 in Addis Ababa, with the aim to promote unity among African countries and to improve the fate of their peoples. On 9 July 2002, it was transformed into the African Union in Durban. The main objectives of the latter are the economic and political integration of the African continent. This study aims to evaluate the successes and failures of the African Union as an international organisation (IO). Africa is one of the poorest and least developed regions in the world. This debate is therefore of critical importance to the people of the Southern African region (World Bank 2013).
This evaluation provides a broad overview and focus on the major challenges that the AU is facing. In this study, the AU is assessed using the theoretical criteria set by the theory of international organisations. The results revealed that the AU is only partially successful and that internal divisions remain a barrier.
Uitkoms van 'n intervensie ten opsigte van Engelse geletterdheid op die niemoedertaal-onderrigpraktyke van onderwysers in plattelandse skole : navorsings- en oorsigartikels
Authors: Liesl Ebersohn, Ina Joubert, Yolanda Prinsloo and Susan Kriegler
Source: Tydskrif vir Geesteswetenskappe 54, pp 283 –303 (2014)
In Suid-Afrika word niemoedertaalonderrig op hoërskoolvlak bemoeilik deur leerders se beperkte vaardigheid in Engels as kognitiewe akademiese taal. Taalonderwysers aan hoërskole beskik nie oor die kundigheid om leerders by te staan wat nie op laerskoolvlak voldoende kerngeletterdheidsvaardighede in Engels verwerf het nie, omdat hulle opgelei is om Engels as skoolvak te onderrig eerder as om Engels as onderrigtaal te gebruik. Hierdie verkennende studie se aanvanklike doel was om hoërskoolonderwysers met dié probleem by te staan. Die versoek van ses taalonderwysers in 'n plattelandse hoërskool om hulle te help om leerders meer effektief te ondersteun het tot hierdie kwalitatiewe gevallestudie aanleiding gegee. Ons het 'n geletterdheidsintervensie gegrond op die teorieë van sosiale leer en sosiale ontwikkeling en gebaseer op fonetiese beginsels ontwikkel en geïmplementeer. Die vloeibaarheid van ons deelnemende aksienavorsingsontwerp binne 'n konstruktivistiese paradigma het ruimte vir uitbreiding gedurende die intervensie gebied. Die groep het deur deelnemergeleide sneeubalseleksie uitgebrei met vyf onderwysers van twee naburige laerskole. Deur die uitgebreide fokus kon ons die aandag vestig op 'n moontlike dieperliggende wortel van die probleem, naamlik dat laerskoolonderwysers eweneens nie toereikend opgelei word vir die uitdagings van niemoedertaal-geletterdheidsonderrig in 'n landelike gebied nie. Tematiese analise voor en na die intervensie van data wat deur fokusgroepe, observasie en deelnemende observasie bekom is, het getoon dat beide hoër- en laerskoolonderwysers hul niemoedertaal-onderrigpraktyke suksesvol kon aanpas, met goeie gevolge vir leerlingdeelname en verbeterde prestasie. Daar bestaan 'n wederkerige interaksie tussen onderwysers se sienings van hulle eie effektiwiteit, motivering en trots enersyds en leerders se entoesiasme en sukses andersyds.
Pre-intervention thematic analysis of the problem of teachers' experiences and emotional state regarding their language of teaching practices revealed themes of 1) inadequate training; 2) scarce resources; 3) learners' passivity and 4) extremely limited core literacy skills. These limitations were reflected in 1) teachers' feelings of incompetency; 2) powerlessness; 3) confusion and 4) despair regarding learners' inability to read English. We designed and implemented a literacy intervention framed by theories of social learning and social development and based on phonetic principles. In designing the literacy intervention, we took teachers' and learners' previous knowledge of phonics as the baseline of their zone of proximal development. Vygotsky's emancipatory concepts of a more knowledgeable other, as well as teaching by way of instruction and modelling conceptualised as scaffolding, were guiding principles. In addition, we incorporated Bandura's ideas about the value of motivation and self-efficacy expectations into our facilitation of the programme.The fluidity of our participatory action research design, framed by a constructivist paradigm, allowed our sample to snowball by way of participant-driven selection and thus to include five additional teachers from two neighbouring primary schools. Our expanded focus revealed a deeper root of the problem we were attempting to address, namely that the primary school teachers were not adequately trained for the challenges of non-mother tongue literacy education in a rural area either. Post-intervention thematic analysis of the data revealed that both secondary and primary school teachers were able to successfully adjust their non-mother tongue teaching practices, with positive outcomes in terms of learners' participation and achievement. Teachers' new experiences were manifested in 1) their utilisation of new techniques; 2) new resources, 3) learners' more confident participation and 4) academic improvement. Learners' changed interaction with teachers in turn seemed to have a positive effect on teachers' attitudes towards them. Teachers' new emotional state was expressed in 1) feelings of excitement; 2) empowerment; 3) inspiration and 4) pride. There exists a reciprocal interaction between teachers' perceptions of self-efficacy, motivation and pride on the one hand and learners' enthusiasm and success on the other. Pursuant to the results of this study, we recommend that all teachers should be better trained to implement the best strategies for teaching non-mother tongue literacy. In-service training could be provided by way of distance learning. Because cognitive academic language proficiency is inseparable from successful learning in school, all teachers are in fact language teachers. The challenge to provide the circumstances and practices for acquiring core literacy skills in English is particularly daunting in rural schools. Support of teachers and learners should be ecologically sensitive and should build on existing competencies; such as knowledge of the phonetic foundations of English, as a useful basis for a literacy intervention. Adequate resources, empowerment of teachers, strategies that enhance learners' participation and guaranteed success for both teachers and learners by way of simple incremental objectives are important considerations. Our purpose with this study was exploratory. In action research, a new cycle would be initiated at this point. However, we hope that this report serves as a point of departure for further discussion and research. The far-reaching implications of the disadvantage faced by rural learners whose language of learning and teaching is not their mother tongue should be urgently addressed.
Irrasionele oortuigings van adolessente wat groepdruk ervaar s
Author Garfield Bester
Source: Tydskrif vir Geesteswetenskappe 54, pp 304 –323 (2014)
Ouers se ervaring van deelname aan 'n perd-ondersteunde ouerleidingsprogram s
Author Carel Van Wyk
Source: Tydskrif vir Geesteswetenskappe 54, pp 324 –340 (2014)
'n Verskeidenheid terapeutiese programme waarin perde benut word, word deur geestesgesondheidsterapeute gebruik om die psigososiale funksionering van kliënte te verbeter. Dit blyk egter dat nie al hierdie terapeutiese programme oor 'n navorsingsbasis beskik nie. Navorsing aangaande genoemde programme is dus noodsaaklik, sodat die kliënt op die beste moontlike wyse terapeuties gehelp kan word. Die doel van hierdie studie is derhalwe 'n ondersoek na die subjektiewe belewenisse van kliënte wat aan 'n perd-ondersteunde ouerleidingsprogram deelgeneem het ten einde aanpassings aan die program vir toekomstige gebruik te maak. Die studie kan ook as basis dien vir verdere kwantitatiewe, bewysgebaseerde navorsing. Die kwalitatiewe navorsingsparadigma, met 'n fenomenologiese ontwerp, is in hierdie studie gevolg. 'n Doelbewuste niewaarskynlikheidsteekproef van ses deelnemers is getrek en data is deur middel van vraelyste met geslote sowel as oopeinde-vrae en semigestruktureerde persoonlike onderhoude ingesamel. Hierna is dit volgens die stappe van beskrywende fenomenologie geanaliseer. Daar is onder andere bevind dat die deelnemers die beginsels van die perd-ondersteunde ouerleidingsprogram begryp het, dat selfinsig en insig in hulle kinders se gedrag en ontwikkelingsfase verhoog het en dat hulle alternatiewe wyses om hulle kinders te hanteer, begin benut het. Die feit dat die program nie op individuele vlak aangebied is nie, is as 'n leemte aangedui. Daar is verder bevind dat die deelnemers die benutting van die perde as waardevol ervaar het en dat hulle perde verkies bo ander lewende of sagte speelgoeddiere.
Parents' experience of participation in an equine-assisted parental guidance programme
Equine-assisted psychotherapy (EAP) is primarily a solution orientated therapeutic modality where horses are used to address different psychosocial needs of clients. Several EAP therapeutic programmes exist but it appears that they have not been subjected to scientific research. Therefore, an existing parental guidance programme was integrated with EAP principles and a descriptive phenomenological analysis of the personal experiences of parents in this regard was undertaken as a way to gain deeper insight in the participants' experience of the programme to inform future practice.This study can serve as the basis for further quantitative, evidence-based research. The parental guidance programme under investigation consists of several contact sessions. The contents of the different contact sessions are communication, the drafting of house rules, discipline and having house meetings. The programme was offered in a practical manner within the context of a group, in that the above aspects were discussed by means of a workbook. The theoretical discussion of the content was extended by means of equine-assisted psychotherapeutic activities. The purpose of the utilisation of the equine-assisted psychotherapeutic activities was to address parents' handling of problems in the here and now. The parental guidance programme is therefore combined with equine-assisted psychotherapy. The qualitative research paradigm was utilised, because the personal experience of participants in an equine-assisted parental guidance programme was the focus. A phenomenological research design was followed as guideline for the research procedures. Non-probability sampling was used to select six participants for participation in the study. Trustworthiness was ensured through triangulation by collecting data by means of different methods at different times. The data collection methods included questionnaires with both closed and open-ended questions and semi-structured interviews. The data were analysed and interpreted according to the process of descriptive phenomenology. It was found, inter alia, that the participants understood the principles of the equine-assisted parental guidance programme and that their insight into themselves as well as the developmental phase of their children had increased. Alternative ways of handling their children were acquired and applied. The fact that the equine-assisted parental training programme was not offered individually for parents, was indicated as a limitation. It was determined that anthropomorphism had occurred. This can be applied therapeutically because the projection of human traits and relationship patterns unto the horses can be processed with the clients in the here-and-now. The results indicated, for example, that participants preferred the application of horses in the parental guidance programme to the utilisation of other animals or stuffed animals. Recommendations for further research include the following: Qualitative as well as quantitative research investigations should be launched after the utilisation of horses, to determine the effectiveness of their use as part of a parental guidance programme. The launching of quantitative research could bring the equine-assisted parental guidance programme into the cadre of evidence-based research and evidence-based practice. Recommendations for practice are that clients who engage in the equine-assisted parental training programme can also engage in individual therapeutic sessions in order to address specific, individual psychosocial challenges. Individual feedback on specific observations pertaining to their interactional patterns could also be provided to clients upon completion of the equine-assisted parental training programme.
Die doeltreffendheid van die skoolondersteuningspan binne die Suid-Afrikaanse inklusiewe onderwysstelsel : navorsings- en oorsigartikel
Authors: Nina Du Toit, Irma Eloff and Melanie Moen
Source: Tydskrif vir Geesteswetenskappe 54, pp 341 –364 (2014)
Alhoewel die begrip inklusiewe onderwys en opleiding verwys na 'n relatief nuwe sisteem in Suid-Afrika, vorm dit 'n integrale deel van die breër onderwysondersteuningstelsel. Die skoolondersteuningspan verskaf ondersteuning aan sowel leerders met leer- en ontwikkelingshindernisse as aan onderwysers en ouers/versorgers, binne die skoolverband en spesifieke leeromgewings. Hierdie studie het die doeltreffendheid van die skoolondersteuningspan in vyf primêre hoofstroomskole in die Wes-Kaap, op grond van bepaalde kriteria, ondersoek. Data is ingesamel deur middel van gestruktureerde vraelyste, individuele en fokusgroeponderhoude, veldnotas en die ontleding van toepaslike dokumentasie. Elf kriteria is ontwerp om gesamentlik as 'n evalueringsinstrument te dien. Die doeltreffendheid van die vyf skoolondersteuningspanne is vervolgens geëvalueer en volgens 'n konseptuele raamwerk in bepaalde kategorieë geplaas. Daar is bevind dat die vyf skoolondersteuningspanne op die meeste terreine redelik doeltreffend funksioneer. Ten opsigte van hul samestelling is al vyf spanne doeltreffend. Op die terreine wat betref oriëntering en opleiding van spanlede, onderwysers en ouers/versorgers van die leerders met leer- en ontwikkelingshindernisse, funksioneer al vyf spanne egter ondoeltreffend. Verdere navorsing wat betref ondersteuningsisteme in inklusiewe skole word aanbeveel.
Effectiveness of the school-based support team within an inclusive South African educational system
Inclusive education and training is a relatively new system in South Africa, but forms an integral part of a more encompassing education support system. The school support system provides support for learners with learning and development barriers as well as for educators and parents/caretakers, within the school context and in specific learning environments. This study examines the effectiveness of the school-based support team in five primary mainstream schools in the Western Cape, South Africa, according to certain criteria. Information was gathered by means of structured questionnaires, individual and focus group interviews, field notes and the study of appropriate documents. Eleven criteria were designed to serve collectively as an evaluation instrument. The effectiveness of the five school-based support teams was subsequently assessed and placed in various categories according to a conceptual framework. It was found that the five teams function relatively effectively in most areas. The five teams are effective with regard to their composition. However, the teams function ineffectively concerning the orientation and training of the members, as well as of teachers and parents/caregivers of learners with learning and development barriers. Further research is recommended on support systems in inclusive schools.
Die voortbestaan van kulkuns : die dilemma van tegnologiese invloede op die wese van die kunsvorm : navorsings- en oorsigartikels
Author Phil Pretorius
Source: Tydskrif vir Geesteswetenskappe 54, pp 365 –378 (2014)
Kulkuns is eeue lank beoefen via die medium van interpersoonlike kommunikasie. Nabye aangesig-tot-aangesig-kulkuns het noodgedwonge plek gemaak vir televisievertonings. Kulkuns het oorspronklik staatgemaak op die vaardighede van hoogs professionele kulkunstenaars, maar ongelukkig is dit nie meer die geval nie. Met die aanvang van grootskaalse illusieskepping en televisietegnologie het die verwerking of adaptasie van die kunsvorm vir die oudiovisuele media die goëlkuns verander na bloot dokumentêre drama (doku-drama). Televisie het dit vir kulkunstenaars maklik gemaak om illusies deur middel van oudiovisuele effekte te skep. Daarenteen het televisie ook 'nn probleem geskep vir die kulkuns, aangesien gehore nou oortuig moet word van die egtheid van 'n toertjie en van die afwesigheid van spesiale oudiovisuele effekte. Tot op hede is 'n mate van sukses behaal met die verskuiwing ("migration") tussen die mediums, veral as in ag geneem word dat kulkunstenaars soos David Copperfield, Criss Angel, David Blane en Suid-Afrika se Martino en Wolfgang Riebe bekendheid deur hul televisie-optredes verwerf het. Hierdie kulkunstenaars het hul kunsvorm suksesvol aangepas van die verhoog na die oudiovisuele medium.
Hierdie artikel bied 'n krities-beskrywende oorsig van die probleme wat kulkunstenaars ondervind in die verwerking van kulkuns van die een medium na 'n ander, asook van die moontlike stappe wat kulkunstenaars kan neem om die gehoor te oorreed om hul ongeloof op te skort. 'n Oorsig oor die geskiedenis van kulkuns as 'n interpersoonlike, aangesig-tot-aangesiguitvoeringsvorm word gebied, waardeur die tegnieke van kulkuns in die teatermilieu uitgelig word. Verder word 'n analise gebied van die persepsies van die gehoor/toeskouer met betrekking tot die effek wat televisie op die tegniese toepassing van kulkuns het. Laastens word die oorredingstegnieke bespreek wat deur kulkunstenaars gebruik word om die kunsvorm se voortbestaan in nuwe media te verseker.
The survival of magician's magic : the dilemma of the influence of technology on the art of magician's magic
Magic as a performing art has been an interpersonal medium for centuries. In the early 1930s close-up, face-to-face magic had to make way for large-scale illusions on television. As a result of the immediacy of face-to-face magic, magician's magic used to rely on split-second timing and tremendous expertise and skills on the part of the magician. The interpersonal presentation of the art of magic has a persuasive effect that is instantaneous and guaranteed to be authentic. The fact that the illusion is created right in front of one's eyes and in one's presence makes it a highly authentic product created mainly through the skill of the conjurer. This is no longer true today. With its large-scale illusions and television effects, the migration of the art of magic to television has made the art of prestidigitation a mere documentary-drama (docu-drama). With the advent of television, approaches to acting, directing, and prestidigitation have changed tremendously. The use of establishing medium and close-up camera shots creates a sectional analytical montage with an integration to a higher level of meaning (Barthes 1988:101) than that of a stage show. Although television as a medium has made it easier for magicians to produce a magic show using the advanced technology of audiovisual media, it also reinforces the perception that illusions are created by using special cinematographic effects. Therefore, television presents magicians with a fundamental problem in persuading the audience of the authenticity of the art of magic within this new medium. To date there has been a certain level of success with magic on television and via the internet when one considers that it has made famous magicians out of David Copperfield, Pen and Teller, Criss Angel, David Blane as well as South Africa's Martino and Wolfgang Riebe. These magicians have successfully adapted stage magic to television.
This article presents a critical descriptive overview of the measures taken by magicians to adapt magic shows from theatres to audiovisual media in a way that encourages people to suspend their disbelief. It also analyses the implications of the invasion of television into the technical art of magician's magic for the survival of magic as an art form through a listing of fundamental problems in this adaptation process. An overview is provided of the history of magician's magic on an interpersonal face-to-face level in theatres and this highlights the techniques used by magicians in this environment. The article further explores the problems that practitioners of the art of magic encounter in its adaptation from stage to screen by reviewing some of the most prevalent dilemmas regarding the use of special effects in television and film. Lastly, insight is provided into the measures that magicians take to curb the audience's perception that special effects are responsible for creating the magic within audiovisual media.
Uitnodiging - Bydraes oor TT Cloete : aankondiging
T T Cloete bereik die mylpaal van 90 jaar op 31 Mei. Om hierdie besonderse geleentheid te vier, nooi die redaksie belangstellendes uit om bydraes voor te lê ter huldiging van Cloete se merkwaardige voortgesette produktiwiteit as denker en digter. Sedert die vorige huldiging vir Cloete in hierdie tydskrif, in Desember 2009, het nog vier publikasies die lig gesien - Uit die wit lig van my land gesny, Onversadig, Die ander een is ek en Karnaval en Lent.