The purpose of this exploratory study was to measure the music preferences of South African, junior secondary students and to find out what variables had an influence on their music preference decisions. LeBlanc's (1982) Model of the Sources of Variation in Music Preference was used as the theoretical background and guide to the choice of variables for this study. After a pilot test, 10 generic styles made up of Popular and Classical music excerpts were chosen for the listening test. Through purposive sampling, a total of 548 students were chosen from schools in three urban settings in South Africa. The sample was made up of African, Coloured, Indian and White students of both genders. Only a small percentage of musically trained students were part of this sample. From LeBlanc's model, The Listener set of variables included musical ability, musical training, sex (gender), ethnic group (race and home language), socio-economic status and age were investigated through both the quantitative and qualitative methods of research. Similarly, The Music set of variables included the physical properties of stimulus, the complexity of stimulus and the referential meaning of stimulus were also used The Environment variables that were used were, the media, the family, peers, educators and authority figures. The quantitative data was obtained through the listening test where students indicated their music preference on a 5-point rating scale. The qualitative data was acquired through in-depth interviews and behavioural observation of students during the listening test. Data from this behavioural observation procedure was abandoned due to insufficient detail of results. From the answers to four of the main research questions it was found that Reggae was the most preferred generic style of music while Western Pop, Gospel, S A Pop, Jazz, Rock, Traditional African, Western Choral, Western Classical and Indian Classical were rated in descending order. An overwhelming preference for Pop music over Classical music was indicated and this was seen as typical of the music preference of adolescents in countries abroad In a test-retest design, only three styles out of ten showed a difference in students' preference ratings over a short-term period Significant relationships were found to exist between students' preference decisions and race, home language and age. Musical training and sex were Significantly related to the preference decisions of only 3 and 4 generic styles of music, respectively. Lyrics and rhythm were indicated as most influential in students' liking of music, and fast tempo, slow tempo, instruments, melody and harmony had a decreasing influence over students music liking. Media had the most influence on students' preference ratings and peers, the second most influence. Family and educators showed lower influences over student's music preference ratings. A prescriptive discussion on how to use these results within South African education was presented and a recommendation for future researchers concluded this study of generic style music preferences of urban South African students. / Thesis (Ph.D.)-University of Durban-Westville, 2000.

No abstract available. / Thesis (M.Mus.)-University of Natal, Durban, 1993.

No abstract available / Thesis (M.Mus.)--University of Durban-Westville, 1995

This paper attempts to explore the extent to which Rudolph Reti's concepts of melodic and harmonic tonality are useful in describing Debussy's Preludes. It is hoped that this work will provide a basis for the examination and comparison of various other musical compositions, representative of different styles, in terms of tonality. / Thesis (M.Mus)-University of Natal, Durban, 1978.

This article will attempt to further understanding as far as music and computer games are concerned. More specifically, it will focus on "Interactive Music". Interactivity in music has been developed and experimented upon since the early 1990's, and has many other applications besides its use in computer games. For instance, there are "Interactive Music Performances" and "Interactive Compositions" etc. Such areas of interactivity will not be explored and are too broad a topic to mention in this article. For the purposes of explaining concepts and ideas, comparisons will be drawn with media such as film, as they have some important similarities with computer games but are perhaps better understood and on the whole more accessible. To this end a terminology section has been included to provide the inexperienced computer user some idea of concepts, tools and language used in the computer world. / Thesis (M.Mus.)-University of KwaZulu-Natal, Durban, 2005.

Taking as its central premise the contention that there are different ways of validly conceiving music's nature and value, this thesis aims to demonstrate the need for eclecticism in the formulation of a philosophy of music education. Comprising the main body of this study is an in depth consideration of four different aesthetic points: (i) music as autonomous aesthetic object; (ii) music as social commentary;(iii) music as social mediator; and (iv) music as llink to ultimate reality. The concluding chapter draws sane conclusions - as to what a 'polyaesthetic approach' implies in terms of music education's objectives, content and methods. / Thesis (M.Mus)-University of Natal, Durban, 1987.

The purpose of this study was to formulate a theory of the propagation of sound waves within the horn and to discover the sound spectrum and directional characteristics of the instrument. The dissertation also includes a brief discussion of the history and development of the horn. / Thesis (M.Mus.)-University of Natal, Durban, 1987.

No abstract available. / Thesis (M.Mus.)-University of Natal, Durban, 1999.

No abstract available / Thesis (M.Mus.)-University of Natal, Durban, 1988.

Thesis (MMus (Music))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The Department of Music at Stellenbosch University (SU) established the Certificate Programme in Music (CP) in 1999. The programme was created to fulfil a multi-faceted role that would equip potential students who display a high level of musicality, but do not fulfil admission requirements to music studies at Higher Education level. Initially, the programme was targeted at previously disadvantaged individuals who had had no opportunity to receive formal music tuition. Thereafter, the balance shifted to include all students with diverse cultural backgrounds but with no or insufficient prior musical tuition. Problems experienced by universities globally include growing numbers of students displaying lower levels of academic literacy and the number of potential music students who have not reached the standard required on their instruments or in music theory. Changes to programme content were made as courses were adapted; an example is the Higher Certificate in Music which will soon be a university-accredited qualification. A preparatory course in Music Technology was created for musicians already involved in the music industry, wanting to upgrade their skills or prepare themselves for admission to the BA with Music (Route: Technology) degree. The objective of this research endeavour was to launch an in-depth investigation into all aspects of the CP. The grounded theory approach of Strauss and Corbin (1990) formed the foundation to the study. Data consisted of records from the CP, interviews and questionnaires. The research design was based on the conditional matrix of Strauss and Corbin (1990). CP data was compared to national policies governing Higher Education, to SU policies regarding community interaction, and to SU's strategic framework. Categories for investigation included concepts such as motivation, self-regulation, service learning and the development of emotional intelligence in students. Change theories were explored as a theoretical framework for the CP to cope with the ever-changing landscape of high school education. Establishing partnerships which are mutually beneficial to the community and the university is listed as an important component of the community interaction policy at SU, and was found to be a significant component of the CP. / AFRIKAANSE OPSOMMING: Die Departement Musiek by die Universiteit van Stellenbosch (US) het die Sertifikaatprogram in Musiek (SP) in 1999 gevestig. Die program is ontwerp om 'n uiteenlopende rol te vervul vir voornemende musiekstudente wie musiektalent toon, maar wie nie aan die nodige toegangsvereistes voldoen om musiekstudie op Hoër Opvoedkundige vlak te neem nie. Aanvanklik was die program gemik op voorheenbenadeelde persone wat nie die geleentheid gehad het om formele opleiding in musiek te ontvang nie. Daarna het die behoefte verskuif deur studente uit verskeie kulturele agtergronde, wie nie vorige musiekopleiding gehad het nie, in te neem. Wêreldwyd ervaar universiteite onder andere probleme met studente wat toenemend laer vlakke van akademiese geletterdheid toon, asook met die groeiende getal studente wat nie die nodige vlak in prakties sowel as musiekteorie bereik nie. Veranderinge is aangebring in die program en kursusinhoude is gewysig om verdere opleidingsmoontlikhede te bewerkstellig; die Hoërsertifikaat in Musiek is een voorbeeld – dit sal binnekort 'n universiteits-geakkrediteerde kwalifikasie wees. 'n Voorbereidende kursus in Musiektegnologie is spesiaal geskep vir kandidate wat reeds in die musiekbedryf is, of wat voorbereiding vir toelating tot die graadkursus BA met Musiek (rigting: Tegnologie) nodig het. Die doelwit van hierdie navorsing is om ʼn deeglike ondersoek in alle aspekte van die SP na te gaan. Strauss en Corbin (1990) se gegronde teorie was die uitgangspunt vir hierdie ondersoek. Die data bestaan uit aantekeninge van die SP, onderhoude en vraelyste. Die navorsingsontwerp is gebaseer op die voorwaardelike matriks van Strauss en Corbin (1990). Die SP se data is vergelykbaar met die regering se nasionale beleid met betrekking tot Hoër Onderwys, sowel as die US beleide sover dit betrekking het op die gemeenskapsinteraksie en die strategiese raamwerk van US. Kategorieë wat ondersoek is, sluit onder andere konsepte soos motivering, selfgereguleerde, diensleer en die ontwikkeling van emosionele intelligensie in. Die vestiging van vennootskappe met wedersydse voordeel vir beide die universiteit en die gemeenskap is aangewys as 'n belangrike komponent van die gemeenskapsinteraksie beleid by US. By hierdie ondersoek is vasgestel dat dit ʼn groot komponent van die SP is.