"Of course, there will always be those who look only at technique, who ask 'how', while others of a more curious nature will ask 'why'. Personally, I have always preferred inspiration to information."

Man Ray


Educational excursions do not only provide valuable experiential learning opportunities, but are also fun, spell adventure and certainly form the most enjoyable part of learning.

All excursions are linked to the program, thereby increasing student knowledge and understanding of photography and design, as well as adding realism to the topic of study. On photography excursions we focus on nature-photography, wildlife- photography, macro-photography and underwater photography, which can obviously not be done in a formal environment. Whereas design excursions focus on cultural aspects and industry related venues and events. This is in line with VSS’s mission to provide students with opportunities to compile portfolios of high standard and diversity.

Field trips also provide limitless opportunities for team-building and personal development: Leadership; Teamwork; Self-confidence; Stress management.

Educational excursions are arranged to enhance students’ learning by providing opportunities for participation in activities outside the normal college routing. All excursions are well-planned programs based activities aimed at maximising students’ learning experiences in different disciplines.

Excursion venues include art galleries, art and other museums, heritage sites, printing facilities (litho, web, digital, photographic and large-format), trade shows, the zoo, nature and wildlife venues like Botshabelo, Nieu-Bethesda, Pilanesberg, etc.

The purpose of educational excursions is to:

field trips and excursions





The Educational Function
Group work
Modules for observation and the study of different aspects pertaining to an excursion or field trip are provided to students. These study modules require students to work in small groups to engage in various activities in order to study aspects of the objective through observation, inspection and interviews.
Findings have to be recorded through written as well as visual means, first by the group, and then by each student individually in the presentation portfolio, which forms part of assessment.

Investigations by individual students
Each student is allotted a topic for individual investigation that originates from actual observations. The student is required to cross subject boundaries and not remain restricted within the confines of a particular subject. This enables the student to see more links with his/her topic and appreciate that most real-life issues need to be approached in a multi-disciplinary way. Such investigations should also trace the threads of the topic to the situation in the world today, and how it affects or applies to human beings.

Putting it all together
In the end either a group or the individual student is required to make a presentation to the class, bringing out the highlights, observations, investigations and questions raised and discussed.

The act of sharing the multi-layered, rich experiences of and educational trip brings together its various strands and allows a certain consolidation of the collective learning that has taken place.