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17 September 2024 | Story Jacky Tshokwe | Photo Supplied
Miné Kleynhans
Miné Kleynhans, Project Coordinator in the UFS Art Gallery, has been named the overall winner of the prestigious SASOL New Signatures Art Competition 2024.

The University of the Free State (UFS) is proud to celebrate the remarkable achievement of Miné Kleynhans (34), Project Coordinator in the UFS Art Gallery, who has been named the overall winner of the prestigious SASOL New Signatures Art Competition 2024. Kleynhans’ work, titled Meditations on Resentment, captivated judges and audiences alike with its profound conceptual depth and interactive elements.

Her winning piece, crafted from cherrywood, brass, sand, and found objects, invites participants to engage in a personal ritual with the often-suppressed emotion of resentment. This powerful sculpture uses physical interaction to reflect on the emotional weight of resentment, symbolising the process of recognising and confronting buried feelings.

In describing her work, Kleynhans says, “Meditations on Resentment imagines a ritual where participants are invited to pour sand over the surface, write their resentments, and reveal hidden brass thorns beneath, symbolising the sharpness of resentment. The process is repeated as many times as necessary, mimicking how resentment embeds itself within us over time.”

A journey of growth and recognition

Kleynhans, who holds a master’s degree in Fine Arts (cum laude) from the UFS, has had an illustrious journey, balancing her roles as an artist, project coordinator, and arts facilitator. Her artistic evolution has been shaped by various experiences, including being a lead artist in the internationally renowned It’s My City project, and her artist residency at Brashnar Creative Project in Macedonia.

Despite the challenges of finding time to create art alongside her professional commitments, Kleynhans has continued to produce thought-provoking work. "I feel my conceptual language as an artist has only recently started to emerge and solidify," she reflects. Her persistence has paid off, as winning this competition marks a defining moment in her career.

Inspiration and impact

Reflecting on the influence of mentorship in her life, Kleynhans credits the renowned artist Willem Boshoff, who served as her co-supervisor during her postgraduate studies. “The depth of his artistic thinking left a lasting impression on me,” she says, acknowledging the pivotal role he played in shaping her approach to art.

Kleynhans’ work stands out for its thoughtful attention to the emotional and physical experience of the participant. “I believe Meditations on Resentment was chosen because every aspect of the installation was carefully considered – from the sharp, hard feel of resentment to the physical experience of kneeling before the piece. It’s interactive, and that’s what I hope will engage audiences.”

Looking ahead

This win is set to open new doors for Kleynhans. Alongside the recognition and prize money, the prospect of a solo exhibition will allow her to expand her artistic horizons. She envisions creating more interactive, game-like sculptures that challenge audiences to engage both emotionally and physically with her work.

Kleynhans remains deeply grateful to her UFS support system, acknowledging the role the institution played in her development as both an artist and arts administrator. “The support from the UFS – lecturers, classmates, and colleagues – has been invaluable. The UFS Department of Fine Arts has a special energy that has nurtured many successful alumni.”

As she continues her artistic journey, Miné Kleynhans is eager to contribute to the continuous growth of contemporary South African art. Her work not only challenges societal norms but also adds a unique voice to the continuing dialogue about emotion, self-awareness, and the role of art in shaping our inner worlds.

Follow Miné Kleynhans' exciting journey and her upcoming projects in the UFS Art Gallery. Stay tuned for more updates on her future solo exhibition!

News Archive

Doll parent project exposes learners to real-life issues of responsible reproductive health
2016-11-01

Description: Doll parent project  Tags: Doll parent project

Princess Gaboilelwe Motshabi,
Princess Gabo Foundation, Maki Lesia,
School of Nursing, Zenzele Mdletshe,
Internationalisation office, Masters of
Education students from Rutgers University
and study leader.


With the alarming rate of teenage pregnancies in secondary schools, a concerned teacher approached University of the Free State (UFS) School of Nursing in 2013, and in 2015, the Reproductive Health Education Project (RRHEP) was established in collaboration with fourth-year Midwifery students, the Princess Gabo Foundation and the UFS Community Engagement Directorate.

Empowering learners to make responsible reproductive health choices was the primary objective, which got final-year nursing students involved in the Doll-Parenting Project as part of their Service Learning Module. To simulate parenting, boys and girls in Grade Eight were given dolls to take care of as their “baby” for a given period of time. After an information session with parents and guardians, the project took off at Moroka High School in Thaba Nchu and Lekhulong High School in Mangaung. The Princess Gabo Foundation, an NGO operating in the Thaba Nchu community, which supports maternal health programmes, provided the dolls, kangaroo wraps, and diaries in which learners recorded their daily experiences of caring for a baby.

Teen parenting – a challenging experience

Learners were required to calculate how much it would cost to care for a baby, the cost of buying nappies, formula milk (if not breast feeding), doctor’s visits, and medicine. The project was supported by teachers in various subject classes, and learners were encouraged to express themselves through writing of poems or essays about how it feels to be a teen parent.

Dr Delene Botha, lecturer at the School of Nursing, said there was a need to establish a sustainable research project that would attract funding. By adding some of the missing components and drawing on other disciplines such as Sociology and Psychiatry, the project was expected to be extended to meet the needs of other stakeholders including teachers, parents and the community at large.

With cellphones and data provided by the Community Engagement office, the “parenting practice” involved receiving SMS messages from nursing students during odd times of the day to remind them about the needs of the baby; such as wet nappies, the “baby” not feeling well and to be soothed.

Sensitising learners yields success

In evaluating their performance, appointed “police learners” became the eyes and ears of the community to observe and report on how “parents” treated their “babies”. Statements from participants and feedback showed Incidences of negligence and the feeling of embarrassment from being a teen parent. The report indicated that learners felt that having a baby while still at school was not a good idea. The project concluded with a debate on the subject.

As part of the programme, a group of postgraduate Education students from Rutgers University in the US, visited Chief Moroka High School and received first-hand information from their interaction with the learners from which they created digital stories of their Community Engagement experience and took these back with them.

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