The purpose of this study was to determine the self-reported level of integration of instructional tasks related to the creating and responding standards in the wind band curriculum and factors negatively or positively related to their integration. The researcher collected data via an online questionnaire pertaining to the integration of Standards and possible correlated factors suggested by the relevant literature. The factors examined in this study included personal demographics, school demographics, state attributes, valuing, competing populations, and three channels of influence (curriculum, teacher development, and assessment and accountability) suggested by the National Research Council in their publication Investigating the Influence of Standards (2002).Results indicated that Standards 6 and 7 are integrated at the highest level and Standards 3 and 4 at the lowest level while Standards 8 and 9 occupy a middle tier. The researcher utilized a phi co relational test for all factors in association to high and low integration of each of the six Standards under review. Chapter 4 reported 138 significant relationships from the following categories of responses.Personal Demographics 1School Demographics7Valuing31Competing Populations16Framework (83 18CurriculumTeacher Development25Assessment/Accountability40Total: 138 / School of Music

As a member of the MEUSSA (Music Education Unit Standards for Southern Africa) research project, the author in this dissertation explored the Culture and Arts learning area in South Africa. It departs from the premise that Arts Education is essential for human development. The proposed Culture and Arts learning area is a programme where the Visual Arts, Dance, Drama and Music are integrated. A broad holistic approach that would provide a general background to the Arts to all learners in South Africa is envisaged. Current South African education stresses that learners should develop their creative and critical thinking powers and their problem-solving abilities. The adopted system of Outcomes-based education (OBE) and its application to the Culture and Arts learning area have the potential to facilitate these aims. The most relevant philosophical, psychological and didactic principles for heterogeneous South African education are those that encourage independent and creative thinking such as Metacognitive learning, the theory of Multiple Intelligences and theories on contextualised intelligence. The South African Qualifications Authority framework and the writing of unit standards for the Culture and Arts learning area are explored in Chapter 3. Unit standards for the Culture and Arts learning area (level 1) and for Music as an elective (levels 1-4) are the focus of respectively Chapters 4 and 5. The MEUSSA group adopted the MEUSSA model to map unit standards for Music as an elective. The author, however, extended the model to include the integrated Culture and Arts learning area. It is concluded that conceptualised and contextualised learning is essential for appreciation and understanding of the Arts. The MEUSSA. model provides structures for meaningful and synoptic learning for all learners in South Africa. / Dissertation (MMus (Music Education))--University of Pretoria, 2006. / Music / unrestricted

South African education is currently in a process of restructuring, stemming from radical political changes in 1994. In 1995 a system of outcomes-based education was adopted by the Department of Education, strategically supported by the South African Qualifications Authority with its twelve relevant National Standards Bodies. Together with this, a system of unit standards, based on the accreditation of credits, learning programmes and qualifications is in a process of development. Music as formal school subject does not enjoy the same financial support from the Education Department as do the so-called "essential" subjects such as Mathematics and Science. Therefore no formal structures to generate unit standards for Music were origmally planned and budgeted for by educational authorities. To fill this need, and to prevent the marginalisation of such an important subject, the MEUSSA (Music Education Unit Standards for Southern Africa) project was initiated by the Music Department of the University of Pretoria early in 2000, involving 18 Master's and doctoral students in various areas of musical expertise. The aim is to generate unit standards for Music(s) in Southern Africa across traditional aspects such as instrumental training, harmony, history, theory and aural training, as well as the relatively unexplored domains of Music Technology, World Musics and Popular Music. Cultural shifts over the last approximately forty years began reshaping the understanding of the world we are' living in, resulting in a transition from a modern to a postmodern culture in Western societies. For the project of writing unit standards for music to be relevant, it was necessary to reflect on these changes and to accommodate them in music education. Frameworks and standards generated in the USA, Australia, New Zealand and England were also investigated and contextualised. Because the field of expertise of the author lies, inter alia, in the field of Aerophones, unit standards were specifically generated for music performance. These standards have to be considered as part of the MEUSSA project, and therefore be read in conjunction with contributions by other members of this team. It is the wish of the author, as part of the MEUSSA team, that this study will contribute towards making music education of high quality available to every learner in Southern Africa. / Thesis (DMus)--University of Pretoria, 2006. / Music / unrestricted

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

In the process of reform and development in South Africa, set in motion after its first democratic elections (1994), educators have the unique opportunity to re¬think, re-plan and re-structure the music education system holistically within the context of formulating unit standards now required by the South African Qualifications Authority (SAQA) for all learning areas. This thesis addresses two aspects in this process, against the background of the broader MEUSSA (Music Education Unit Standards for Southern Africa) Research Project, namely the development of a model for music education in Southern Africa and its application in a General Music Appraisal Programme (GMAP) for all learners. The MEUSSA Model, developed in this thesis, captures and displays the key elements necessary to compile unit standards across the board in music education, as identified by the author and endorsed by the MEUSSA team. These standards are grouped together in a musically logical way under collective headings. The three-dimensional model in the form of a cube can be manipulated according to the needs of the specific music practice involved, at the same time keeping the broader context of music education in Southern Africa in perspective. The MEUSSA Model is intended by the author to keep the standards generating process together cohesively. The author implements the MEUSSA Model in the GMAP, which she compiled with the aim of providing a general music education background for all learners in Southern Africa. The learning outcomes (unit standards) address music-¬specific skills, knowledge and attitudes with their related assessment criteria. / Thesis (DMus)--University of Pretoria, 2006. / Music / unrestricted

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

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