Thesis (MMus (Music))--University of Stellenbosch, 2008. / This thesis provides an overview of different aspects of the application of vibrato on the flute. Although it is a compilation of different viewpoints, it does not offer a conclusion as regards the ‘correct’ application of vibrato, due to the subjective nature of this phenomenon. The intention is that the reader will be able to reach his or her own conclusions and form new opinions regarding this subject. The focus is largely on the comparison of the production of vibrato on the flute with its production on other instruments. The aim is to examine the different choices involved in the production of vibrato when the flute is part of an ensemble and when it is a solo instrument. By learning more about other instruments’ timbres and production of vibrato, it enables flautists to adapt to different timbres in order to form sonorous ensembles. The physiological and scientific aspects of vibrato are also explored with the view to equip flautists with this knowledge. Thus, flautists will be able to listen to and analyse from a more critical and informed perspective how they themselves use vibrato and how other flautists use it. The main goal of this thesis is to provide enough information, opinions, studies and statistics to enable a flautist to make an informed decision concerning their choice and application of vibrato.

The aim of this study was to determine whether the underachievement of pupils in science is due to the fact that the pupils have not reached the phase of formal thinking. The question is whether the difference in achievement in science of pupils with the same I.Q. can be attributed to the fact that the underachiever is on a lower cognitive level than the better achiever. The child in the junior secondary school phase is in or somewhere between the phase of concrete operational thinking or phase of formal operational thinking. An analysis of the syllabi in the junior secondary school phase showed that formal operational thinking is required of pupils especially in standard 7. In this research the population was defined as the Afrikaans-speaking pupils in the junior secondary school phase of the schools in a big town. The experimental group consisted of pupils with I.Q. ≥ 108 with low marks in science while the control group consisted of pupils with I.Q. ≥ 108 who did well in science. In this study 58 pupils were tested individually with 4 tests of formal thinking namely the switches-test (an adaption of the combinations of coloured and colourless chemical bodies-test), equilibrium in the balance, flexibility of rods and the oscillation of a pendulum. A significant difference was found between the experimental and control groups. (F = 28,84, p < 0,001). This study proved the following: (i) Gifted pupils in the junior secondary school phase with poor marks in science haven't reached the level of formal thinking to the same degree as gifted pupils with good marks in science. (ii) Gifted children in standard 6 who did well in science had already reached a plateau with regard to the development of formal thinking. (iii) Pupils differ with regard to the level of cognitive development regardless of having the same I.Q. and age. The above conclusions have the following implications for didactics: - The curricula and syllabi must be combined in such a way that formal thinking is not expected of the child before he is capable of it. Every teacher must try to individualize his teaching methods in order to make provision for differences in the cognitive levels of the pupils in his class. / Thesis (MEd)--PU vir CHO

The aim of this study was to determine whether the underachievement of pupils in science is due to the fact that the pupils have not reached the phase of formal thinking. The question is whether the difference in achievement in science of pupils with the same I.Q. can be attributed to the fact that the underachiever is on a lower cognitive level than the better achiever. The child in the junior secondary school phase is in or somewhere between the phase of concrete operational thinking or phase of formal operational thinking. An analysis of the syllabi in the junior secondary school phase showed that formal operational thinking is required of pupils especially in standard 7. In this research the population was defined as the Afrikaans-speaking pupils in the junior secondary school phase of the schools in a big town. The experimental group consisted of pupils with I.Q. ≥ 108 with low marks in science while the control group consisted of pupils with I.Q. ≥ 108 who did well in science. In this study 58 pupils were tested individually with 4 tests of formal thinking namely the switches-test (an adaption of the combinations of coloured and colourless chemical bodies-test), equilibrium in the balance, flexibility of rods and the oscillation of a pendulum. A significant difference was found between the experimental and control groups. (F = 28,84, p < 0,001). This study proved the following: (i) Gifted pupils in the junior secondary school phase with poor marks in science haven't reached the level of formal thinking to the same degree as gifted pupils with good marks in science. (ii) Gifted children in standard 6 who did well in science had already reached a plateau with regard to the development of formal thinking. (iii) Pupils differ with regard to the level of cognitive development regardless of having the same I.Q. and age. The above conclusions have the following implications for didactics: - The curricula and syllabi must be combined in such a way that formal thinking is not expected of the child before he is capable of it. Every teacher must try to individualize his teaching methods in order to make provision for differences in the cognitive levels of the pupils in his class. / Thesis (MEd)--PU vir CHO