Browsing by Author "Mwesiga, Dickson"

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Understanding meaning in graphic design: a semiotic exploration of visual communication in Uganda
(International Journal of Innovation Scientific Research and Review, 2025-12-30) Mwesiga, Dickson
Introduction: Graphic design plays a crucial role in shaping the processes through which meaning is produced, communicated, and understood in contemporary societies. By employing elements such as images, symbols, colours, typography, and layout, graphic design functions as a visual language that articulates cultural values, identities, ideologies, and social messages. The discipline of semiotics, which studies signs and their meanings, provides a valuable theoretical framework for understanding how graphic design communicates beyond mere visual appeal. This research explores the construction and interpretation of meaning within graphic design practices in Uganda from a semiotic perspective. Methods: The research employed a cross-sectional design utilising a qualitative method. Data were gathered from active graphic designers, art educators, advertising professionals, and members of the general populace. A total of 70 respondents were chosen through stratified random sampling. The data collection was conducted via structured questionnaires and subsequently analysed using descriptive statistical techniques. The data were analyzed thematically, guided by semiotic categories and emergent meanings derived from participant narratives and visual materials. Results: The research indicated that colours, symbols, images, and typography serve as essential semiotic instruments within Ugandan graphic design, utilised to convey cultural identity, social values, and commercial messages. Respondents noted that indigenous symbols and colours are predominantly employed to elicit cultural familiarity, whereas contemporary layouts and typography are influenced by Western design principles. Conclusions: The study establishes that graphic design in Uganda operates as a semiotic system in which meaning is negotiated among designers, cultural context, and audiences. Although global design trends influence practice, local cultural symbols remain significant in the process of meaning-making. Enhancing semiotic awareness among designers may improve the effectiveness and cultural sensitivity of visual communication.
Visual arts practices, needs, and challenges in the implementation of competence-based education in selected schools in Mbarara city, Uganda
(East African Journal of Education Studies, 2026) Mwesiga, Dickson
Competence-Based Education has emerged as a transformative framework within Uganda’s educational landscape, emphasising practical skills, critical thinking, and learner-centred pedagogies. This research investigated the practices, requirements, and challenges associated with implementing competence-based education in Visual Arts across selected secondary schools in Mbarara City, Uganda. Anchored in Constructivist Learning Theory and the Taba Curriculum Model, the study employed a descriptive cross-sectional design. Semi-structured interviews were conducted with 12 Visual Arts educators, 6 school administrators, and 2 curriculum coordinators from secondary schools in Mbarara City, Southwestern Uganda. Braun and Clarke’s (2006) framework for thematic analysis was employed to investigate classroom, institutional, and curriculum perspectives concerning the implementation of Competence-Based Education (CBE) in Visual Arts. This methodology offered a comprehensive overview of the efforts and experiences of the participants. The findings revealed that although teachers frequently implement project-based and experiential learning strategies aligned with CBE principles, significant gaps persist in professional training, instructional resources, and institutional support. Major challenges identified included insufficient teaching materials, limited opportunities for professional development, large class sizes, and inadequate integration of CBE-aligned assessment strategies. The study concludes that the successful implementation of CBE in Visual Arts education necessitates continuous teacher training, improved resource allocation, and strong policy support. Recommendations entail targeted capacity-building initiatives, the provision of specialised instructional materials, and the establishment of institutional frameworks to monitor and promote the consistent adoption of CBE practices within Visual Arts classrooms.