This thesis considers the natural learning process as defined by Timothy Gallwey and Daniel Kohut. This learning theory is examined and applied to trombone pedagogy while also considering physiological attributes to trombone performance. a brief synopsis of the history and lineage of the trombone is considered in order to understand the current setting of the trombone medium.

Thesis (PhD. Ed. (Curriculum Studies) --University of Limpopo, 2019 / The Natural Learning Approach (NLA), commonly referred to as ‘unschooling’, is deeply embedded in the belief that children have an innate desire to learn. Therefore, the notion of autonomy and freedom of the learner in the learning and living process is highly valued and the cornerstone of this approach. The home and the child’s broader environment become the authentic space for the unfolding and implementation of the NLA, where learning and living is a seamless experience. This study examined how the individual and the family go about creating their unique ‘curriculum’, how learning happens, and how families negotiate the challenges of this approach. Using a mixed methods research design, a questionnaire was used to collate quantitative data, and a sample of ten families (parents and children) and seven young adults contributed to the qualitative data; documents were also used as part of the qualitative strand. Content, thematic and critical analysis were used to analyse the data to gain and provide a deeper understanding of this phenomenon. The research evidence of this study evinced that diverse, vibrant, holistic and joyful learning is taking place in the NLA homes. Families shared how authentic learning took place when children directed their own learning process and where the diversity of each unique human individual is valued and empowered. Furthermore, the study attested the key role of the parents in the child’s development and wellbeing. Possibilities of how this approach can be extended to broader society under the notion of a learning society is also proposed. Recommendations and further research suggestions are outlined so that possibilities of the NLA becoming the key learning approach to birth a vibrant learning society in South Africa is realised.

Master of Landscape Architecture / Department of Landscape Architecture, Regional and Community Planning / Mary Catherine (Katie) Kingery-Page / Man has been learning in the outdoors since the beginning of humankind. Modern times have reduced the amount of time people spend learning and exploring outside. This causes humans to be disconnected from the natural environment. By making schoolyards more environmentally focused, conducive to outdoor education and play, formal education can return to the original classroom–nature– and inspire people to reconnect with their environment. Much literature supports the ideas of aligning the efforts of play and education, environmental interpretation and education, and outdoor education with formal education; by incorporating all of these elements in a schoolyard, the potential for enriched learning is greatly increased. This project explores nature interpretation strategies used by public botanic gardens and translates these strategies to an ecological schoolyard. At Northview Elementary School in Manhattan, Kansas, the students face a simple, sterile play-yard with flooding limiting site use after storm events. The design for Northview Elementary will integrate stormwater features with school needs into a new ecological master plan for campus. Interpreting this landscape using the strategies adapted from botanical gardens for educational approaches, methods, and interpretive displays, provides the school and community a resource to enhance their lives, education, and the environment.

Australia hosts thousands of English language learners every year and one of the reasons learners give for this is their belief that living in the target language community naturally avails them of more language learning opportunities than are available in their homelands. In fact, learners actually learn faster and more effectively compared to the limited gains in their respective countries. Believing that the target language community has a strong role in language learning, this research focuses on the factors and opportunities which enable students to develop their language skills in informal settings outside the school. Due to the vast scope of the research area, six different types of data collection methods have been used so that a wider spectrum in SLA could be investigated. These include an exploration of learner beliefs about their language learning experiences and a study of authentic social activities and linguistic engagements within those activities. The outcome of this research suggests that language learning is not first initiated “in the head”, but starts with the social activities in which learners participate and the qualities of the linguistic challenges and opportunities within these activities. The research draws on sociocultural theory (Vygotsky 1962, 1978), ecological approach to learning (van Lier 1999) and register theory (Halliday and Hasan 1985), and also on a range of research within second language acquisition studies. The study illustrates that language learning occurs in the context of activitybased communication experiences in authentic contexts, and the more the constant challenge and varied linguistic opportunities exist in the learner’s ecology, the more and better the chances to learn language. An overall approach to understanding independent language learning and a conceptual framework for examining informal language learning opportunities, have been developed. The study concludes with some implications for pedagogical practice in English language classrooms.

Australia hosts thousands of English language learners every year and one of the reasons learners give for this is their belief that living in the target language community naturally avails them of more language learning opportunities than are available in their homelands. In fact, learners actually learn faster and more effectively compared to the limited gains in their respective countries. Believing that the target language community has a strong role in language learning, this research focuses on the factors and opportunities which enable students to develop their language skills in informal settings outside the school. Due to the vast scope of the research area, six different types of data collection methods have been used so that a wider spectrum in SLA could be investigated. These include an exploration of learner beliefs about their language learning experiences and a study of authentic social activities and linguistic engagements within those activities. The outcome of this research suggests that language learning is not first initiated “in the head”, but starts with the social activities in which learners participate and the qualities of the linguistic challenges and opportunities within these activities. The research draws on sociocultural theory (Vygotsky 1962, 1978), ecological approach to learning (van Lier 1999) and register theory (Halliday and Hasan 1985), and also on a range of research within second language acquisition studies. The study illustrates that language learning occurs in the context of activitybased communication experiences in authentic contexts, and the more the constant challenge and varied linguistic opportunities exist in the learner’s ecology, the more and better the chances to learn language. An overall approach to understanding independent language learning and a conceptual framework for examining informal language learning opportunities, have been developed. The study concludes with some implications for pedagogical practice in English language classrooms.