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Implementation of the arts and culture learning area in Mamelodi primary schools : a case study.Nkadimeng, Germinah Nthagajona. January 2013 (has links)
M. Tech. Drama / This study aims to investigate how the implementation of the Arts and Culture Learning Area adheres to the government policy as contained in the Revised National Curriculum Statement; to establish the challenges militating against the effective delivery of the Arts and Culture Learning Area; to interrogate the implementation process and the opportunities offered by the existing policy; and to establish the extent to which dance, drama and music are utilised as assets in the development of children's cognitive processes.
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The viability of music as a viable subject at secondary school levelJacobs, Gail Suzan 02 1900 (has links)
The study of music has long been seen as élitist in South African education, a ‘talent’ subject rather than an academic one. The country’s political history has played a significant role in this perception. Under the apartheid government, education in the arts was considered appropriate only for gifted, mostly white, students and a grossly inequitable distribution of resources placed the study of music beyond the reach of most students. The ANC government has declared educational reform a priority, but faces enormous challenges in redressing inequities of the past. This study examines the relevance and academic rigour of music curricula past and present, in the light of political influences; and the challenges that face schools and education departments in sustaining growth and development of music as an academic subject, accessible to all at senior secondary school level. / Music / M. Mus.
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The viability of music as an academic subject at secondary school levelJacobs, Gail Suzan 02 1900 (has links)
The study of music has long been seen as élitist in South African education, a ‘talent’ subject rather than an academic one. The country’s political history has played a significant role in this perception. Under the apartheid government, education in the arts was considered appropriate only for gifted, mostly white, students and a grossly inequitable distribution of resources placed the study of music beyond the reach of most students. The ANC government has declared educational reform a priority, but faces enormous challenges in redressing inequities of the past. This study examines the relevance and academic rigour of music curricula past and present, in the light of political influences; and the challenges that face schools and education departments in sustaining growth and development of music as an academic subject, accessible to all at senior secondary school level. / Music / M. Mus.
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Music as an intervention strategy to address reading difficulties of grade 2 learnersHorn, Catharina Aletta 11 1900 (has links)
Reading is one of the most important skills (although a complex cognitive
activity) a learner has to master during the early years of schooling. The
reading process involves elements of a learner’s psychological, physical,
linguistic, cognitive, emotional and social worlds. Despite the fact that all
learners have to be able to read, there is an increasing awareness among
professionals of the developmental and educational implications of reading
difficulties with school-going learners world wide.
Reading is a critical tool for the mastery of all other subjects a learner will
meet and one of the best predictors of long-term learning achievement.
Therefore, the need for support must be considered a priority area. After a
thorough investigation and literary study, it is evident that the effective
identification of learning difficulties needs a thorough understanding.
Educators must realise that a given learner, who responds favourably to one
instructional system, may respond very unfavourably to another, because
learners are all unique individuals.
To be able to combine speech sounds in a way that recipients can understand
the message, learners have to be ready to develop an understanding of
phonology, morphology and syntax, therefore maturation must always
precede learning and, in the context of this study, emergent literacy must
precede reading. Maturation is characterised by a fixed order of progression
wherein the pace may vary, but not the sequence. The creative use of
language is entirely dependent on the ability to assemble simple building
blocks of sound into the complex structure we call sentences.It is widely accepted that music may be used to promote language
development and the most crucial aspect in both music and language
development is the perception of sound and the core in music and language
are the ability to listen. The aim of this study was to investigate the use of music and related activities
as part of an intervention strategy to improve reading skills, such as phonics,
of learners who have reading difficulties. The researcher proved that a wellplanned
intervention method and learning strategy through music activities
may be used to develop the reading skills in learners who have reading
difficulties. / Educational Studies / D. Ed. (Inclusive Education)
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Music as an intervention strategy to address reading difficulties of grade 2 learnersHorn, Catharina Aletta 11 1900 (has links)
Reading is one of the most important skills (although a complex cognitive
activity) a learner has to master during the early years of schooling. The
reading process involves elements of a learner’s psychological, physical,
linguistic, cognitive, emotional and social worlds. Despite the fact that all
learners have to be able to read, there is an increasing awareness among
professionals of the developmental and educational implications of reading
difficulties with school-going learners world wide.
Reading is a critical tool for the mastery of all other subjects a learner will
meet and one of the best predictors of long-term learning achievement.
Therefore, the need for support must be considered a priority area. After a
thorough investigation and literary study, it is evident that the effective
identification of learning difficulties needs a thorough understanding.
Educators must realise that a given learner, who responds favourably to one
instructional system, may respond very unfavourably to another, because
learners are all unique individuals.
To be able to combine speech sounds in a way that recipients can understand
the message, learners have to be ready to develop an understanding of
phonology, morphology and syntax, therefore maturation must always
precede learning and, in the context of this study, emergent literacy must
precede reading. Maturation is characterised by a fixed order of progression
wherein the pace may vary, but not the sequence. The creative use of
language is entirely dependent on the ability to assemble simple building
blocks of sound into the complex structure we call sentences.It is widely accepted that music may be used to promote language
development and the most crucial aspect in both music and language
development is the perception of sound and the core in music and language
are the ability to listen. The aim of this study was to investigate the use of music and related activities
as part of an intervention strategy to improve reading skills, such as phonics,
of learners who have reading difficulties. The researcher proved that a wellplanned
intervention method and learning strategy through music activities
may be used to develop the reading skills in learners who have reading
difficulties. / Educational Studies / D. Ed. (Inclusive Education)
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