The problem of the study was to investigate the comparative effectiveness of two methods of teaching harmonic dictation to beginning college music students. The methods were (1) the conventional teacher-classroom approach as suggested by Robert Ottman's Elementary Harmony, and (2) a linear programed book to be used in conjunction with a series of tape recordings. This volume is Harmonic Dictation, a Programed Text.

This study details the growth of education in Botswana, with specific reference to the lack of development of Music as a subject. One of the main obstacles to the development of Music in schools has been the theoretical bias in the Colleges of Education, which generally ignore practical and instrumental work, including traditional instruments. This observation was noted during the pilot project of the draft Music syllabus in Botswana, which began in 1999 and continues until the end of 2001. What the teachers in training are taught bears little relation to the syllabus they are expected to teach in schools. Teacher trainers have little practical experience in music making and have little support from institutions that cannot relate to a perceived, noisy (music-filled) environment. Music lecturers have no experience of teaching Music at Primary or Secondary level, and began their own Music careers as adults, when they were sent to the University of Reading, England, for further studies, having expressed an interest in the subject. The training there appears to have been entirely theoretical. The aim of this study is to suggest and offer a course of work for use in teacher training institutions based on a three year/nine term academic programme, as presently followed in Botswana. Although the programme suggested correlates with the Music syllabus for Community Junior Secondary schools in Botswana, it can be used in other teacher training environments, such as training colleges, distance education modules or inservice courses. Following guidelines set by the Music Education Unit Standards for South Africa(MEUSSA) research team at the University of Pretoria, South Africa, and the Department of Vocational Education and Training in Gaborone, Botswana, with reference to international standards and exit levels, this thesis supplies generic music unit standards for use in Botswana, but which are easily adaptable for other Southern Africa Development Community countries (SADC). The units contain Access statements, Range statements, Performance criteria, Evidence requirements and Support notes, which are based in the African tradition in the early stages, so that trainees have a familiar basis from which to spread their wings. At present, there are no suitable Music resources for use in Botswana. The thesis discusses educational research in Botswana concerning teaching methodology and the pertinent Government literature and recommendations. / Thesis (DMus)--University of Pretoria, 2007. / Music / unrestricted

Why teach music? To answer this question one has to be able to see the full value of musical education. One has to recognize its effect on the unfolding of character and personality on the one hand and, on the other, its value for the development and sharpening of the intellect. In ancient Greece, the cradle of Western culture, the significance of music for man, the people, and the state was frequently emphasized. The Greeks regarded music almost as a magic force, the inherent harmony of which was capable of transforming things and creating order by reconciling contrarieties. Similarly they believed that the power of music could restore the harmony in man's soul. Intro., p.1.

Please read the abstract in the section 00front of this document / Thesis (DMus)--University of Pretoria, 2005. / Music / unrestricted

Frequent changes in the school music curriculums in South Africa necessitated changes in teaching music in schools. Music teachers in secondary schools who are responsible for teaching music as a subject have been confronted with the challenges presented in such a changing educational climate and often found that their pre-service teacher training did not sufficiently prepare them for changing syllabi. The quality of teaching in schools is directly linked to the quality of teacher training at universities and when institutional policies prohibits pre-service teachers from qualifying themselves sufficiently for their in-service careers, frustration and disillusionment sets in. This study explores the perceptions of music teachers of the effectiveness of their pre-service training. It also explores the content of university music degree courses and whether it is in line with school music curricula. The study addressed the research questions through the use of questionnaires and interviews. The finding suggested that there is a need for teacher training courses to be adapted and contextualised so that there is continuum between university and school curriculums. This research also exposed the policies barring music graduates from fully qualifying themselves as teachers and raised important issues that music teacher educators need to address in order to ensure that music graduates are adequately prepared for classroom music teaching.

The purpose of this study was to discover whether the expanded educational goals for primary level Music and Art in British Columbia's Year 2000 Curriculum are met when the curriculum is integrated and teaching is done through themes. The sample population selected for this study was the lower mainland of British Columbia. 12 school districts participated in this study. Semi-structured interviews were conducted with 17 administrators of Fine Arts Programmes, District Principals or Consultants. The results indicate that educational goals for Music and Art can be achieved when thematic units are used to integrate the curriculum but only when the classroom teacher can be described as a specialist in primary Music and Art, having a personal background in Art and Music, or having a degree as a Fine Arts Major. The curriculum-as-practiced differs considerably from the curriculum-as-planned due to lack of resources, in-service education and program scheduling. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Riffs of Change is a storied dissertation that researches the inherent shifts and extensions in musicians' identities as they transform into school teachers. My research explores literary studies, arts-based research and feminist-based literature. I investigate musicians' lives in practicum, university, and schoolbased contexts. I discuss the nature of institutional education and the musicians' conflicts with love, loss, pain, wisdom, and change. The musicians even draw me into my own autobiographical journey. I rediscover that my identity is constructed poetically, psychologically, educationally and philosophically by music and reflect on how this changes the trajectory of my life. I represent my research in the form of eight short stories and an autobiographical account of my experience. The stories are considered creative non-fiction. My dissertation seeks to demonstrate the creation of stories, pedagogy, and research shaped by constructivist philosophy. I examine musicians' beliefs, education, and experiences focusing on their identity issues as they transform into music teachers. The stories confront and challenge, chime wisdom, and steer readers into critical places of thought and unexpected spaces of change. My research found several results. First, some musicians could overcome their conflict if they collaborated in the story writing process, and was mentored by a school advisor that was also a professional musician. Second, story and autobiographical writing were found to be rich research methodology tools. While story writing helped some musicians, autobiography helped me resolve earlier conflicts which drew me back into music. Story authorship has helped me to understand my questions and musings about musicians, music educators, musicians as educators, and musicians becoming music educators. I gained a fresh voice and embraced the notion that I could explore issues from multiple viewpoints and writing styles. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of this study was to confirm the necessity of a financial resource guide for beginning secondary choral directors in Texas. Budgetary information was gathered through an on-line survey addressing the financial knowledge of 25 participants made up of choral directors, college professors, fine arts directors and student teachers. Further information was gathered from college course guides, music periodicals and college textbooks. From the gathered survey data, a definite need for better financial education was identified. Collected data also demonstrated the necessity for additional courses to be added to the college curriculum with expanded literature on budgeting. Recommended college courses, as well as a calendar time line, Web sites for on-line music software, fundraising tips and budget proposals are also included resources.

Please read the abstract in the 00front part of this document / Thesis (D Mus)--University of Pretoria, 2007. / Music / unrestricted

AFRIKAANS: In hierdie studie word 'n voorstel gemaak vir die skep van 'n interdissiplinere musiekblyspel vir die seniorfase (Graad 7-9). Die uitgangspunt vir hierdie musiekblyspel is die dinamiese interaksie wat daar tussen sprokies en musiek bestaan. In voorafgaande navorsing deur die outeur, is hierdie interaksie as die integrasieteorie geformuleer. Die integrasieteorie word in hierdie MMus-verhandeling deur middel van storytelling met die kurrikulum verbind. Die vertel-elemente van filmmusiek word ondersoek. Die werk van die filmprodusent, Walt Disney, as sinoniem vir die kombinasie van musiek, sprokies, film en storytelling, dien as voorbeeld vir die skep van die musiekblyspel. Improvisasie¬materiaal, na aanleiding van die fases en motiewe van 'n gekose sprokie, vorm die basis vir die skep van musiek vir die musiekblyspel. Die wedersydse ondersteuning wat tussen die sprokie en die musiek tot stand kom, verhoog die opvoedkundige waarde van hierdie projek. Die skep van hierdie musiekblyspel bied moontlikhede vir suksesvolle kurrikulum-integrasie. ENGLISH: In this study a proposal is made for the creation of an interdisciplinary musical for the senior phase (Grades 7-9). The point of departure for this musical is the dynamic interaction that exists between fairy tales and music. In preliminary research by the writer, this interaction is formulated as the theory of integration. In This MMus dissertation the theory of integration is linked to the curriculum by means of storytelling. The narrative elements of film music are examined. The work of the film producer, Walt Disney, as synonym for the combination of music, fairy tales, film and storytelling, serves as an example for the creation of the musical. Improvisation material, in terms of the phases and motifs of the chosen fairy tale, forms the basis for the creation of music for the musical. The mutual support that comes about between the fairy tale and the music, enhances the educational value of this project. The creation of this musical presents possibilities for successful curriculum integration. / Dissertation (M Mus (Music Education))--University of Pretoria, 2006. / Music / unrestricted