Thesis--Columbia University. / Photocopy of typescript. Ann Arbor, Mich. : University Microfilms International, 1979. -- 21 cm. Includes bibliographical references (leaves 315-326).

Thesis (M.M.)--Bowling Green State University, 2006. / Document formatted into pages; contains vii, 114 p. : col. ill., music, 1 map. Includes bibliographical references.

Thesis (PhD(N.T.)--University of Pretoria, 2005. / Includes bibliographical references (leaves 326-375).

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 178-192).

Thesis (S.T.M.)--Trinity Lutheran Seminary, 2008. / Abstract. Includes bibliographical references (leaves 110-114).

No description available.

D.Litt. et Phil. (Folklore) / Please refer to full text to view abstract

A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Doctor of Philosophy in the Department of Music at the University of Zululand, 2005. / This document on umaskandi is about a vocal musical style that was created and nurtured by the Zulu people. Externally and, at a distance, the style may not appear to be artistically captivating, praiseworthy, and linguistically significant. It is but only on closer scrutiny that the aesthetic worth of the music can be realized. Even then, without a considerable research into a sizeable amount of the people's arts in relation to their life activities, a casual listener may not identify any worthiness in the practice of umaskandi music. This is generally the case with all the music of Africa. The music is contained in the life activities of the people. Having discovered the entertaining element in the music, a serious listener will still be faced with the greater challenges of fathoming the organization of sound, the significance of the libretto and the physical execution, in relation to the lifestyles of the performers. The sound of the music, the observed rhythmic activity of the performers, and the language of the libretto and its elocution are only the surface of the activity. There is still, but, more signification in the unsaid source of the music. The reason for the neglect of this music style by Western cultures and by some modern local indigenous Africans, was not a mere oversight, but a result of stigmatization of all African arts by Europeans, whose intention was to dominate the whole of Africa. They would not succeed in managing the people dictatorially without destroying the latter's culture- For some time, therefore, because of such pressures and the demands of the culture of cities, and missionary education, the Westerners were able to 'convert' some Africans against their own (African) culture. Such attempts to 'Europeanize' Africans took place wherever there were European settlers on African soil. But, because of the breadth of the continent, they could not cover the whole surface of the country. Even amongst those that were reached, like the Zulus, there were always people who were not willing to abandon their indigenous heritage. Many were unbending and insisted on maintaining their traditional arts and cultures. It was from such a cultural attitude and disposition that umaskandi idiom was born. The coming in of democratic rule in South Africa has, however, restored the dignity of every human culture in the country. Therefore, all nationalities are free to practise their various cultures with firmness and self-assurance. This attitude lent more confidence to those that performed umaskandi music. It took some time before 'sophisticated' Africans could appreciate the sound and movement in performance of umaskandi performance style. The other nationalities took a little longer. Up to this day, those that have not been orientated in the language of the performers have not grasped the essence in umaskandi music, because of the social contextual nature of the music. Should a form of prejudice against indigenous African languages be sustained, ignorance about the life and thought patterns of Africans shall grow. This will be a drawback for the South African people as a whole. This phenomenon is worthy of mention because the propagation of isiZulu is getting threatened in many ways. First: There is a big population of Zulu and non-Zulu learners that do not receive tuition of their vernacular because some school managers are negative towards African languages. Secondly: Umaskandi musicians, who are the custodians of isiZulu language and culture, and other Zulu artistes, shall never be comprehended if the language is ignored. So, for those unfortunate learners who do not have isiZulu in their curriculum, the doors are closed on both sides. Since they are not given tuition in the classroom, they are most likely to develop a negative attitude towards the language, which would be a great disaster. In their schooling career, they will also miss the further * education through music' that is provided by Zulu music practitioners at large. Umaskandi musicians, who are speakers of isiZulu language, are in their own way, keepers and propagators of isiZulu culture. Their instruments are tuned in isiZulu style, which is their own instrumental creation bashed on their singing style. Their libretto is in isiZulu. They are historians of isiZulu life and its relevant culture of yesteryear. This will be missed. Umaskandi concept, which embraces the isiZulu instrumental tuning, isiZulu manner of dancing, isiZulu vocal harmony and isiZulu elocution of izibongo (praise poetry) , originated in the indigenous lives of the Zulu people. These people were so solid in their belief and practice that they clang tenaciously onto their culture even when they were exposed to a conglomeration of foreign cultures in the horrible mining environment. Umaskandi concept, therefore, had an effect on the people's behaviour. When the African indigenous people came across the new musical instrumentation at their disposal, they adapted the latter and used them to become an extension of their vocal styles. When conditions in the mines were depressing, degrading and debasing, they painfully sang of the good life that they had left behind in their indigenous homes. Through this umaskandi style, they have, therefore, been able to relate a people's history. The final question in the last chapter is whether umaskandi concept can be a method of education in the performance of instruments just as tonic solfa is a method of vocal music. The question can be extended further to inquire whether umaskandi concept can be a method of moral and cul tural determination and perseverance as it has been the case with Zulu musicians.

No description available.

Submitted in partial fulfilment of the requirements for the degree B.A. Honours in the Department of African Languages at the University of Zululand, South Africa, 1997. / Lolu cwaningo luhlose ukuvusa ugqozi lokufuya kubantu. Esikhathini eside abantu balahle amasiko abo , balibala amasiko ezinye izizwe. Lolu cwaningo luhlose ukuqwashisa iSintu ukuthi, yize sesingasazi ukuthi kumele sibhekephi, nokho lisekhona ithemba nekhambi elingenziwa. Uma nje besingaba nesineke, sivume ukuqalaza emuva, nokho bezingabuya emasisweni . Lolu cwaningo luzoveza ngokusobala bha ukuthi kwakukhonjwa ngophakathi kwelokhokho. Kuzovela yonke in::okozo yasekhaya ngaphandle kokuwa uvuka , uqhathanisa onsumbulwana. Ingani phela uphokophele ukuthola ukudla okwakha umzimba, njengobisi , amasi nokunye. Lolu cwa.'1ingo luzoveza ukubambisana komndeni ekumiseni insika yawo isibaya. Lolu cwaningo luzoveza isidingo sesibaya emzini womnumzane .