THE APPENDICES TO THIS THESIS ARE NOT AVAILABLE An intrinsic component of South Africa's cultural and colonial heritage resides in the country's deep-rooted tradition of professional musical units known as "service bands": military or concert bands which are an adjunct to the various arms of service of the national defence force and police services. In the first decade of the twenty-first century, the demographics of these bands are as varied as those of the country itself. Yet there is a common factor shared by all service bands, whatever their sociological composition: the need to perform at what is perceived to be a professional musical level in the public eye (and ear). This requires a relatively consistent level of instrumental competency from band members, and to this end a number of evaluation systems have been implemented – and supplanted – since the late 1940s. The purpose of these evaluations is not only an endeavour to maintain acceptable standards of musical performance, but to conveniently categorise band members into four fundamental levels of instrumental proficiency for purposes of salary and, to a lesser degree, rank. Without exception, the previous systems of evaluation were deficient in one aspect or another. More specifically, they were found in the last decade to be lacking both in terms of musical consistency and, since 1994, in the ability to equitably accommodate members of the former "homelands" bands, whose previous training and experience were in the majority of cases confined to the rote learning of band parts, with an almost total lack of formal music training. In a manner that aims to be at once discursive and narrative, this thesis describes the quest for and the realisation of an equitable process of musical evaluation for South African service band members. It documents the actions taken to address the challenges inherent in that quest, the empirical research that provided a tenable answer, and describes the essentially practical stance adopted by the participating musicians and compilers. The processes leading to the new evaluation syllabus are described in some detail, and a number of specific and practical recommendations are proposed for the further amelioration of South African service bands' modus operandi. / Thesis (DMus)--University of Pretoria, 2006. / Music / unrestricted

The subject Music in junior secondary schools in Botswana exhibits areas of concern. While commendable efforts have been made in ensuring access to and equity in education, a corresponding commitment to the improvement and quality of education, by way of ensuring effective delivery in the classroom, has not been realised. The objectives of the Music syllabus are more inclined toward music literacy, at the expense of listening, movement, singing and instrumental playing. The syllabus design undermines the potential of music education to foster creativity, imaginative thinking and self-actualisation among the learners. Also, Western music receives more coverage than non-western musical genres. The following research question guided the study: <ul> <li> What are the problems regarding the teaching of Music in the junior secondary schools in Botswana, and what solutions can be recommended?</li> </ul> The following sub-questions received attention: <ul> <li> To what extent are the teaching methodologies used effective (or ineffective)?</li> <li> To what extent does the teaching of Music take into account a learner’s acquired skills, knowledge, attitudes and experiences?</li> <li> What is the amount and quality of professional support given to music teachers?</li> <li> To what extent are the assessment strategies used effective?</li> <li> To what extent are the available resources adequate (or inadequate)?</li> </ul> Thus, the aim of the study has been to determine the status quo, to make an analysis of the progress (or lack thereof) made in the development of music education, to identify the problems associated with teaching Music as a subject, and to come up with proposals for coping with and managing the situational constraints. Information was gathered from an intensive scrutiny of the Music curriculum and a literature study. To this was added information gleaned from questionnaires sent to selected Music teachers and school pupils. The study determined that: there are definite imbalances in the treatment of learning objectives and genre coverage, with an inclination towards music literacy, and unclear directions towards the development of creativity, imaginative thinking and self-actualisation; there is an over-emphasis on Western models and music; there is a prevailing feeling that the performance and listening aspects of Music are difficult to assess; the amount of professional support provided to music teachers and to schools is minimal with a lack of proper mentorship for less experienced teachers; and, there is insufficient allocation of facilities and resources. Thus the following recommendations have been suggested: more indigenous musical arts should be incorporated into the curriculum, with an increase in the Popular music content as a way of responding to the learners’ interests; capacity-building workshops should be conducted; methods of appraising teachers should be reviewed to make them more subject specific; supervisors of music education programmes in schools should be further equipped with the necessary skills to appropriately carry out supervision; the Department of Curriculum Development and Evaluation should involve South African experts in their Arts and Culture curriculum in order to make assessment more relevant and accurate; the Teaching Service Management and the Teacher Training and Development departments should take appropriate steps towards an across-the-board improvement of music education through subject Music.Copyright / Dissertation (MMus)--University of Pretoria, 2012. / Music / unrestricted

[ES] Tras más de 10 años desde la adaptación de las enseñanzas artísticas superiores de música en España al Espacio Europeo de Educación Superior, la presente investigación diseña un plan de estudios revisado y actualizado en el itinerario de Piano perteneciente a la especialidad Interpretación desde una perspectiva normativa y ajustada a las necesidades formativas y laborales actuales. Para conseguir este objetivo, se lleva a cabo un análisis de la normativa estatal que ha permitido la adaptación de estas enseñanzas al nuevo marco educativo europeo y se realiza una investigación sobre el ámbito de aplicación de la misma a través del estudio minucioso de los treinta y nueve centros públicos y privados que actualmente otorgan los Títulos de Grado y de Máster en Enseñanzas Artísticas Superiores de Música. A su vez, se estudia el desarrollo normativo realizado por las quince comunidades autónomas que imparten estas enseñanzas y el proceso de implementación de los planes de estudios que han realizado cada una de estas administraciones. Tras analizar de manera cualitativa y cuantitativa todos los resultados obtenidos, se realiza una propuesta de plan de estudios que aúna aspectos definidos por la normativa estatal con las aportaciones realizadas mayoritariamente por las administraciones autonómicas competentes en materia educativa y, a su vez, plasma las necesidades formativas y laborales actuales que se observan desde la práctica docente. El resultado de esta investigación refleja un plan de estudios novedoso que es desarrollado a través de veintitrés asignaturas, además de cinco Asignaturas optativas y el Trabajo Fin de Grado que ofrece al alumnado una opción educativa de calidad adaptada a las necesidades laborales actuales. / [CA] Després de més de 10 anys des de l'adaptació dels ensenyaments artístics superiors de música a Espanya a l'Espai Europeu d'Educació Superior, la present recerca dissenya un pla d'estudis revisat i actualitzat en l'itinerari de Piano que pertany a l'especialitat d'Interpretació, i ho fa des d'una perspectiva normativa i ajustada a les necessitats formatives i laborals actuals. Per a aconseguir aquest objectiu, es duu a terme una anàlisi de la normativa estatal que ha permès l'adaptació d'aquests ensenyaments al nou marc educatiu europeu alhora que es realitza una recerca sobre el seu àmbit d'aplicació a través de l'estudi meticulós dels trenta nou centres públics i privats que actualment atorguen els Títols de Grau i de Màster en Ensenyaments Artístics Superiors de Música. S'estudia així mateix el desenvolupament normatiu realitzat per les quinze comunitats autònomes que imparteixen aquests ensenyaments i el procés d'implementació dels plans d'estudis que han realitzat cadascuna d'aquestes administracions. Després d'analitzar de manera qualitativa i quantitativa tots els resultats obtinguts, es formula una proposta de pla d'estudis que conjumina aspectes definits per la normativa estatal amb les aportacions realitzades majoritàriament per les administracions autonòmiques competents en matèria educativa, al mateix temps que plasma les necessitats formatives i laborals actuals que s'observen des de la pràctica docent. El resultat d'aquesta recerca reflecteix un pla d'estudis nou que es desenvolupada a través de vint i tres assignatures, a més de cinc Assignatures optatives i el Treball fi de Grau que ofereix a l'alumnat una opció educativa de qualitat adaptada a les necessitats laborals actuals. / [EN] After more than ten years since the adaptation of higher artistic education in music in Spain to the European Higher Education Area, this research designs a revised and updated curriculum in the piano itinerary belonging to the speciality of performance from a normative perspective adjusted to current training and employment needs. To achieve this objective, an analysis is carried out of the state regulations that have allowed the adaptation of these studies to the new European educational framework and an investigation is carried out into the scope of its application through a detailed study of the thirty-nine public and private centres that currently offer Bachelor's and Master's Degrees in Higher Artistic Music Education. At the same time, it studies the regulatory development carried out by the fifteen autonomous communities that provide these courses and the process of implementation of the syllabuses that each of these administrations have carried out. After a qualitative and quantitative analysis of all the results obtained, a proposal is made for a syllabus that combines aspects defined by state regulations with the contributions made by the majority of the autonomous administrations responsible for education and, in turn, reflects the current training and employment needs observed in teaching practice. The result of this research reflects an innovative syllabus that is developed through twenty-three subjects, in addition to five optional subjects and the final year dissertation for degree, which offers students a quality educational option adapted to current employment needs. / Ferrís Lloret, MA. (2023). Implementación de los planes de estudios de las enseñanzas artísticas superiores de música en España. Propuesta de un plan de estudios en el itinerario de piano de la especialidad Interpretación [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/196792