Flexible Learning is a personal investigation of the relationship between the design-thinking process and standardized primary education. The problem-solving methods used in graphic design, are studied as a means of enhancing skills among students—skills that are not generally being developed, some of which are creativity, engagement, collaboration, evaluation, refinement, and presentation techniques. While I access and synthesize information from my clients, a child also access and synthesize information from his or her teacher. When a client comes to me with a design request, I research, create, and then present the most appropriate solution. In the classroom, this kind of thinking process is also possible when the teacher offers students the opportunity to solve a problem, usually in the form of a project. I will explain how more intensive and creative application of design thinking process could expand the horizons for whole brain learning and creative thinking among students.

This study was prompted by the recent increase in academic and public interest in neuromusical brain research, which provides information about how the brain processes music. It is the task of neural science to explain how the individual units of the brain are used to control behaviour, and how the functioning of these units is influenced by an individual's specific environment and relationships with other people. However, the concept of neuromusical research is relatively new to music education. In any learning experience, brain processing (of information) is not an end in itself. The skill of 'thinking' is dependent on the whole integrated mind/body system, with skills being a manifestation of conscious physical responses that demonstrate knowledge acquisition. Howard Gardner's 'Theory of Multiple Intelligences' lists the musical intelligence as one of eight autonomous intelligences: linguistic, logic-mathematical, spatial, bodily-kinesthetic, musical, intrapersonal, interpersonal, and environmental. All of these intelligences can be developed to a reasonably high level. This thesis uses David Elliott's praxial philosophy as a conceptual basis. Elliott's four meanings of music education: education in music, by music, for music, and by means of music, have been selected to determine the parameters for an 'inclusive' understanding of musical intelligence. Scientific research findings, brain based data, and behavioural results with educational implications have been used to define what is meant by the musical intelligence, and its role in whole brain learning. Whole brain learning (also referred to as 'accelerated' learning or 'super' learning) is examined in the framwork of IQ (intellectual quotient/intelligence), EQ (emotional intelligence), and SQ (spiritual intelligence). It is important to note that the brain imposes certain constraints on the learning ability of individuals, but that there are also numerous benefits to be derived from an awarenss of brain functions pertaining to education in general and music education in particular. These constraints and benefits are an important feature of whole brain learning, with the musical intelligence playing a vital role. / Dissertation (DMus)--University of Pretoria, 2003. / Music / unrestricted

'n Omvattende literatuurstudie oor die funksionering en ontwikkeling van die brein is onderneem ten einde toepasbare aspekte te identifiseer vir die verbetering van aanvangsonderrig vir pianiste. Die oorsig behels die volgende: <ul> <li>Die benutting van die jong brein se vermoë tot plastiese verandering as gevolg van stimulasie</li> <li>Die belangrikheid van vroeë aanvangsouderdom vir klavieronderrig</li> <li>Die bestaan van 'n geleentheidsvensterperiode vir die ontwikkeling van optimale Prestasie</li> <li>Die ontwikkeling van absolute toonhoogtesin as gevolg van vroeë aanvangsklavieronderrig</li> <li>Die ontwikkeling van verbeterde tegniese vaardighede as gevolg van vroeë Aanvangsklavieronderrig</li> <li>Die belangrikheid van genoegsame herhaling vir die vaslegging van tegniese vaardigheid en informasie in die langtermyngeheuestore van die brein</li> <li>Interaksie tussen die invloed van omgewingsfaktore en die bydrae van genetiese potensiaal van die individu vir optimale musikale prestasie</li> <li>Die rol en invloed van emosie, chemiese oordragstowwe en hormone op musicale prestasie</li> <li>Groepsmusiekonderrig vir jong kinders</li> <li>Die onderlinge verhouding tussen onderwyser en leerder.</li></ul> Die leerstylmodel van Ned Herrmann vir heelbreinontwikkeling is gebruik om die karaktereienskappe en leerbehoeftes van individue met betrekking tot hul kognitiewe leervoorkeure te bepaal. Vier verskillende benaderings tot aanvangsklavieronderrig is geïdentifiseer. Die geskiktheid van die onderskeie aanvangsbenaderings word teenoor mekaar opgeweeg ten einde te bepaal of 'n spesifieke benadering beter sou pas by leerders met spesifieke leervoorkeure. Wenke word voorsien aan klavieronderwysers oor hoe om onderrig aan leerders met uiteenlopende kognitiewe leerstyle aan te bied. Twee-en-twintig beginnersboeke is evalueer ten opsigte van hul geskiktheid vir gebruik vir leerders met verskillende kognitiewe leervoorkeure. Aanbevelings word gemaak vir die samestelling van 'n ideale beginnersboek wat met sukses vir alle klavierleerders gebruik sal kan word. Die toegevoegde waarde van prelees, duetpartye, nabootsspel, improvisasie en illustrasies vir beginnersboeke is ondersoek. Aspekte soos geordende aanbieding van konsepte en die noodsaak vir uitgebreide herhaling vir die vaslegging van die informasie en tegniese vaardighede in die langtermyngeheuestore van die brein word beklemtoon. / Thesis (DMus)--University of Pretoria, 2008. / Music / unrestricted