Activity Report
Location: St. Williams Primary
Activity Date: 20.01.2026
Start Time: 3:00 PM End Time: 4:00 PM
Facilitators: Ruth Obilo, Johannes Rudolf, Grete & Natalie Beard
Number of Participants: 75
Male: 35 Female: 40
Activity Purpose/ Summary:
Last week marked the successful launch of our 2026 art classes at two partner schools: St. Williams Learning Centre and Korando. The sessions introduced learners to René Magritte’s art, with a focus on architecture, imagination, structure, and perspective. We were excited to be joined virtually by Natalie, whose presence brought extra energy and depth to the sessions. The St. Williams session took place on Tuesday, while Korando followed on Thursday. At both schools, the children were clearly joyful and enthusiastic about starting art classes this year, actively participating in drawing and discussions.
Personnel Input:
The sessions were facilitated through a collaborative effort involving both on-site facilitators and virtual support. Natalie contributed virtually by guiding the concept and inspiring creativity among the learners. Facilitators at both St. Williams and Korando played a key role in translating the content into child-friendly language, clarifying instructions, and guiding learners step by step through their drawings. Their support ensured inclusivity and understanding, especially for learners experiencing formal art concepts for the first time.
Achievements:
A major achievement from both sessions was the successful introduction of art as a new learning area for the year in two different school settings. Learners were able to grasp the basic idea of Magritte’s architectural art and express it through their own drawings. Participation levels were high, and most learners completed their artwork with confidence. The sessions also created a safe and joyful space for self-expression, highlighting art as a valuable tool for creativity and emotional engagement.
Unanticipated Achievements:
An unexpected but positive outcome was the high level of curiosity and anticipation shown by the learners. Many children demonstrated creativity beyond the provided examples, adding their own personal touches to their drawings. Even with the virtual facilitation component, learners remained highly engaged, showing that hybrid delivery can be effective.
Supporting Partners:
Ubuntu Family Initiative
