Thesis (M.A.)--Florida State University, 2004. / Advisor: Dr. Valerie Jean Conner, Florida State University, College of Arts and Sciences, Department of History. Title and description from dissertation home page (viewed 6/15/04). Includes bibliographical references.

Not available / text

No description available.

The main objective of this study was to document, systematize and analyse the contributions of some leading Physical Educationists to the establishment and development of Physical Education in South Africa. The main methodological approach used to realise this objective was the historical-analytical method, by which the data were systematized and analysed thematically and chronologically. With a view to the systematization of data, tilt! following main aspects were chosen according to which the contributions were analysed: • Training and instruction • Research and publications • Administrative and organisational aspects - in particular to Physical Educational and sports associations and professional journals. Although several factors were considered in determining the value of the contributions, the emphasis fell on the nature, extent and quality of the contributions made in the fields already mentioned. To do research on only a few Physical Educationalists, a selection had to be made from 35 leading persons in this field in South Africa. Information on the work, approaches and involvement of these 35 persons were obtained by personal interviews and correspondence, and by studying documents, annual reports, minutes, journals, newspapers, dissertations and theses. After the relevant information had been gathered, the following criteria were applied to analyse the contributions of the chosen persons and to select three of them for further study: 1. Training and instruction 1.1. Establishment and development of the subject 1.1.1. Administrative control over training and instruction 1.1.2. Institution of courses and subjects, as well as the compilation of syllabuses 1.1.3. Implementation and expansion of facilities and equipment 1.1.4. Methods of presentation and aids used 1.2. Personal influence 2. Research 2.1. Own research 2.2. Project leadership and assistance to students 2.3. Publications 2.4. Papers presented 3. Administrative and organising aspects 3.1. Associations for Physical Education 3.2. Sports associations 3.3. Physical Educational journals 3.4. Festivals and public appearances 3.5. Other projects, such as fitness programmes and film production The application of this set of criteria to the nature, extent and quality of the work by the previously mentioned 35 persons facilitated the selection process, but still could not succeed in pinpointing only three persons for the study. For this reason, additional criteria were chosen according to which three persons could responsibly be selected. These criteria were connected with aspects such as the geographical regions where the persons worked for the longest periods of time; the particular subjects or fields of interest in which they specialised; the specific fields in which they made their most important contributions; and the period in which they made the contributions. On the basis of these additional criteria, the following three persons were selected: J.W. Postma, C.M. Smit and D.P.J. Smith The contributions of these three persons to the development of the subject of Physical Education in South Africa were dealt with under the following headings: 1. Biographical sketch 2. Views on Physical Education and sport 3. Contributions to training and instruction 4. Research contributions 5. Contributions particular to Physical Educational and sports associations and professional journals To provide the necessary background information and to get a dear picture of the position these three persons had in the history of Physical Education in South Africa, as well as the conditions in which they had to work, one chapter was set aside for a survey of the development of Physical Education in South Africa between 1900 and 1982. Following that, the contributions of J.W. Postma, C.M. Smit and O.P.J. Smith to the development of the subject were dealt with in separate chapters. During the study the following conclusions were drawn with regard to the contributions of J.W. Postma, C.M. Smit and D.P.J. Smith to the development of Physical Education in South Africa. J W POSTMA Postma's contribution should be viewed in the light of the circumstances in which Physical Education was presented at that time. These were the formative years of Physical Education and Postma had to do pioneering work in various fields. Whereas certain aspects of the subject are nowadays being taken for granted, Postma then had to fight for the subject's right of existence. Postma's most important contribution with regard to the training of students of Physical Education was his management and the development of the Department of Physical Education at the University of Stellenbosch. He made a special contribution to the institution and development of courses and subjects, as well as the drafting of syllabuses. He was responsible for the institution of the section of Tests and Measurements in the Physical Education course at the Department. The importance of including this section in a Physical Education course has since been realised by other educational institutions. It is therefore largely owing to Postma (as well as Smith) that Tests and Measurements (later called Evaluation) was included in the courses for Physical Education students in South Africa. Besides Tests and Measurements, Postma also contributed to other theoretical sections of the subject such as Anthropometry, Principles, Method and Organisation, and Administration. He expanded factual knowledge on these subjects at Physical Education Departments throughout South Africa by means of publications and papers. Postma also strove for the implementation of better training facilities, especially in research. He also saw to it that the most vital scientific reference works and journals were made available to Physical Education students. Postma was an enthusiastic lecturer• and inspired his students. Postma's most important contribution in the field of research lies in the fact that he was one of the first Physical Educationalists in South Africa to begin research on the subject. Not only did he personally undertake many research projects, but he also inspired his students to do research and gave them valuable critical guidance in their work. The fact that Postma was an expert in the field of Physical Education as a whole, led to several publications on a wide spectrum of subsections within the subject. The large number of publications for which he was responsible, ensured that his views on the subject were propagated throughout South Africa. His book Inleiding tot die Liggaamlike Opvoedkunde should be seen as his biggest and most important research contribution to the development of the subject. Postma's involvement with Physical Educational journals and organisations in South Africa ensured growth in these two fields of the subject. Postma made a particularly valuable contribution to the development of the South African Association for Sport Science, Physical Education and Recreation. He was responsible in various capacities and in several fields for the establishment and development of this organisation. He can be seen as one of the most important founder members of this body, which came to be known as SAASSPER, and which is highly esteemed. C.M. SMIT As was the case with Postma, Smit had to pioneer and found the subject and had to fight for its development and survival. His contributions were especially in the following fields: the establishment and development of Physical Education at schools and Physical Educational organisations; the establishment and development of Physical Education and sport at the University of Pretoria; the development of the subject by means of research and publications, as well as through services rendered to Physical Educational and sports associations. With regard to the development of training and instruction as part of Physical Education, Smit did important work in two aspects. In the first instance, he did pioneering work as the first organiser of Physical Education at the Union Education Department and the National Advisory Council for Physical Education (NACPE). He had the gigantic task of establishing Physical Education at the widely diffused schools of the Union Education Department and to advise all voluntary physical culture clubs throughout the country. To succeed in this, he had to design new systems, present training courses, give professional advice, decide on the purchase and supply of Physical Educational and sports equipment, and manage several administrative affairs. One of Smit's biggest assets was his ability to instill in teachers and instructors his own knowledge, love and enthusiasm for Physical Education. During his involvement with the Union Education Department and NACPE Smit was responsible for the compilation of the national syllabus for Physical Education in South Africa. This can rightly be seen as one of Smit's most important contributions to improve the instruction of Physical Education in South Africa. Secondly, Smit made a great contribution to promote the training and instruction of Physical Education in South Africa by the work he did as professor at the Depa1•tment of Physical Education and as Director of the Institute for Physical Education at the University of Pretoria. He had to establish and manage both these departments. He was responsible for the creation of sport structures at the University of Pretoria, the planning and development of sport grounds, the purchase of equipment and for adv1sing sport clubs. As head of the Department of Physical Education, he had a big part in the instituting and developing courses and subjects, as well as in making adjustments and changes to upgrade the quality of training of Physical Education students. The standard of training was improved further by Smit's constant efforts to increase the quality of the facilities used in training. In this regard, special mention has to be made of the construction of the building in which the Department of Physical Education is housed, and the building of the L. C. de Villiers Stadium and sport grounds. The efficient way in which Smit managed the Department of Physical Education led to the expedient and effective training of students. Apart from the efficient control which Smit had over the Physical Education building and its staff, he also made an effort to maintain good relation between the personnel and students. For example, he took the initiative in organising Physical Education tours and forming a Physical Education Society at the University of Pretoria. Because of the heavy work load that Smit had to bear during his employment at the University of Pretoria and the Union Education Department, he had little time left for research work and publications. He tried to expand his knowledge of the subject by studying publications, undertaking study tours and attending conferences on Physical Education. His contribution to research on the subject consisted of some research projects he completed on his own, as well as guidance to post-graduate students. With regard to publications, he was responsible for some books (mostly as co-author) and several articles published in journals such as Physical Education and Vigor. Smit contributed his services to outside organisations. He was involved in the South African Association for Sport Science, Physical Education and Recreation from r its inception. During this time he acted as chairman (1952) and worked on several of the organisation's committees. Apart from being involved in several branches of sport at the University of Pretoria, he also offered his services to national and provincial sport bodies. D.P.J. SMITH As was the case with Postma and Smit, Smith's contributions to the development of Physical Education in South Africa should be seen against the circumstances surrounding the subject at that time. Because the subject was not given recognition, Smith had to do pioneering work in many fields. He was one of the few Physical Educationalists who succeeded in making a balanced contribution to each of the following aspects of the subject: training, research and services rendered to outside organisations. Smith's contributions in the field of training are mainly related to his involvement with the Potchefstroom Teachers' Training College and the Potchefstroom University. He was the first person to be permanently appointed as lecturer of Physical Education at the Potchefstroom University. In this capacity he was not only responsible for the training of Physical Education students, but also for the organis11tion and presentation of advancement classes for teachers. In both cases Smith did pioneering work, especially in the establishment and development of Physical Education courses and subjects, as well as the compilation of syllabuses for these subjects. Because of his efforts to improve the quality and quantity of Physical Educational facilities and equipment at the College, the standard of instruction improved. During this time Smith was also responsible for the organisation and presentation of several exhibitions related to Physical Education. In this way the public was introduced to the nature, content and methods of instruction of the subject, and prospective students were motivated and recruited. Smith's work as lecturer, marked by enthusiasm, energy and purposefulness in presenting the subject, played a definite role in improving the standard of training at the College's Department of Physical Education. The contributions Smith made to training during his involvement with the Potchehtroom University, can be summarised as follows: In the first place he established and developed the Department of Physical Education at the University. Due to his capable administration of the Department, the training of students could be effected successfully and effectively. In the second place Smith did pioneering work in the institution of courses and subjects, as well as the compilation of syllabuses. He saw to it that the contents of the courses were scientific, applicable and practical. In the third instance, the quality of instruction which Smith offered his students was exceptionally high. Not only were his lectures well prepared, systematic and of a high standard, but his method of presentation was also stimulating, interesting and very effective. His example had a positive influence on his students. In the fourth instance, the standard of instruction was improved due to the acquisition of better facilities and equipment, which was largely the result of Smith's efforts. Smith's contributions in the field of research in Physical Education can be summarised as follows: He did pioneering work in establishing research in Physical Education at the Potchefstroom University. He provided expert and inspired guidance to students in their own research projects. He maintained good contact with experts and remained informed on new developments in the subject by attending conferences and symposia. He was responsible for several publications which were scientific, orderly and polished. With regard to services rendered to outside organisations, Smith made large and valuable contributions. Apart from his involvement with organisations such as the Road Safety Council and the Church, Smith did extremely valuable work for Physical Educational and sports associations. He was involved in the research section and several committees of the Physical Educational organisation SAASSPER, and made valuable contributions during discussions at its conferences. In the field of sport, he offered his services in various capacities, such as coach, administrator, selector, official and president, on club and national level. Although he was principally concerned with athletics and tennis, his assistance was valuable to sportsmen across the board. For him it was his life's work to be of service to sportsmen and sports women. He was also of service to the public through his involvement with several fitness projects. In the 1940's he presented exercise classes to the public in Parys, and during the 1960's and 70's he played a leading role in fitness projects launched by the National Fitness Scheme. CONCLUSION This study showed that the following three leading South African Physical Educationalists - J.W. Postma, C.M. Smit and D.P.J. Smith - had made valuable contributions to the development of Physical Education in South Africa. Their contributions were analysed under the following headings: Training and instruction Research and publications Administrative and organising aspects - in particular to Physical Educational and sports associations and professional journals All three of them succeeded to a large extent in maintaining a healthy balance between these three aspects of their work. The researcher hopes that this study will give the Physical Educationalist of today new insight into the origins of this subject and that there will be a renewed appreciation of the work done by the pioneers of Physical Education in South Africa. / Proefskrif (DEd)--PU vir CHO, 1987

Composing or arranging for orchestra is a skill which is hard to learn and hard to teach. Literature on orchestration is comprehensive in terms of rules of thumb and these heuristic tools are sometimes called principles of orchestration. However, a study of the literature on orchestration revealed that these 'principles' are not theories about the outcomes and effects of specific decisions made by composers. An exception is the work of George McKay who does indeed establish principles of orchestration to some extent. Granting a few exceptions, literature on orchestration takes as point of departure recommendations about techniques of orchestration and illustrates these techniques with analyses of existing compositions for orchestra. In this study I invert the approach followed in the literature and take music analysis as a point of departure for my study. I used an existing and conventional analysis of Claude Debussy's Syrinx for solo flute from the book Sonic Design: The Nature of Sound and Music by Robert Cogan and Pozzi Escot (1976) as context for my own analysis of Syrinx in which the less familiar type of analysis – the analysis of musical gestures and musical forces – can be understood. This analysis formed the basis for my orchestral composition titled Ananke which is based upon musical gestures from Syrinx. A reinterpretation of Cogan and Escot's analysis of Debussy's Syrinx enabled me to identify the musical gestures I used as a basis for my orchestral composition. Musical gestures are understood in this dissertation in terms of the theory of musical forces by Steve Larson. The objective in composing Ananke, based upon material from Syrinx by Debussy, is to explore different ways in which the musical gestures can be orchestrated in order to amplify the three musical forces namely musical gravity, musical magnetism and musical inertia. This process of composing the orchestral composition enabled me to construe principles of orchestration concerning musical forces and the different ways in which musical forces can be amplified. I found that the approach I followed in this study can indeed be employed in order to investigate and construe principles of orchestration, taking music analysis as a point of departure. This new approach to the study of orchestration opens up new possibilities in teaching and learning orchestration, as well as in composing or arranging for orchestra. / Thesis (MMus (Composition))--North-West University, Potchefstroom Campus, 2013.

The main objective of this study was to document, systematize and analyse the contributions of some leading Physical Educationists to the establishment and development of Physical Education in South Africa. The main methodological approach used to realise this objective was the historical-analytical method, by which the data were systematized and analysed thematically and chronologically. With a view to the systematization of data, tilt! following main aspects were chosen according to which the contributions were analysed: • Training and instruction • Research and publications • Administrative and organisational aspects - in particular to Physical Educational and sports associations and professional journals. Although several factors were considered in determining the value of the contributions, the emphasis fell on the nature, extent and quality of the contributions made in the fields already mentioned. To do research on only a few Physical Educationalists, a selection had to be made from 35 leading persons in this field in South Africa. Information on the work, approaches and involvement of these 35 persons were obtained by personal interviews and correspondence, and by studying documents, annual reports, minutes, journals, newspapers, dissertations and theses. After the relevant information had been gathered, the following criteria were applied to analyse the contributions of the chosen persons and to select three of them for further study: 1. Training and instruction 1.1. Establishment and development of the subject 1.1.1. Administrative control over training and instruction 1.1.2. Institution of courses and subjects, as well as the compilation of syllabuses 1.1.3. Implementation and expansion of facilities and equipment 1.1.4. Methods of presentation and aids used 1.2. Personal influence 2. Research 2.1. Own research 2.2. Project leadership and assistance to students 2.3. Publications 2.4. Papers presented 3. Administrative and organising aspects 3.1. Associations for Physical Education 3.2. Sports associations 3.3. Physical Educational journals 3.4. Festivals and public appearances 3.5. Other projects, such as fitness programmes and film production The application of this set of criteria to the nature, extent and quality of the work by the previously mentioned 35 persons facilitated the selection process, but still could not succeed in pinpointing only three persons for the study. For this reason, additional criteria were chosen according to which three persons could responsibly be selected. These criteria were connected with aspects such as the geographical regions where the persons worked for the longest periods of time; the particular subjects or fields of interest in which they specialised; the specific fields in which they made their most important contributions; and the period in which they made the contributions. On the basis of these additional criteria, the following three persons were selected: J.W. Postma, C.M. Smit and D.P.J. Smith The contributions of these three persons to the development of the subject of Physical Education in South Africa were dealt with under the following headings: 1. Biographical sketch 2. Views on Physical Education and sport 3. Contributions to training and instruction 4. Research contributions 5. Contributions particular to Physical Educational and sports associations and professional journals To provide the necessary background information and to get a dear picture of the position these three persons had in the history of Physical Education in South Africa, as well as the conditions in which they had to work, one chapter was set aside for a survey of the development of Physical Education in South Africa between 1900 and 1982. Following that, the contributions of J.W. Postma, C.M. Smit and O.P.J. Smith to the development of the subject were dealt with in separate chapters. During the study the following conclusions were drawn with regard to the contributions of J.W. Postma, C.M. Smit and D.P.J. Smith to the development of Physical Education in South Africa. J W POSTMA Postma's contribution should be viewed in the light of the circumstances in which Physical Education was presented at that time. These were the formative years of Physical Education and Postma had to do pioneering work in various fields. Whereas certain aspects of the subject are nowadays being taken for granted, Postma then had to fight for the subject's right of existence. Postma's most important contribution with regard to the training of students of Physical Education was his management and the development of the Department of Physical Education at the University of Stellenbosch. He made a special contribution to the institution and development of courses and subjects, as well as the drafting of syllabuses. He was responsible for the institution of the section of Tests and Measurements in the Physical Education course at the Department. The importance of including this section in a Physical Education course has since been realised by other educational institutions. It is therefore largely owing to Postma (as well as Smith) that Tests and Measurements (later called Evaluation) was included in the courses for Physical Education students in South Africa. Besides Tests and Measurements, Postma also contributed to other theoretical sections of the subject such as Anthropometry, Principles, Method and Organisation, and Administration. He expanded factual knowledge on these subjects at Physical Education Departments throughout South Africa by means of publications and papers. Postma also strove for the implementation of better training facilities, especially in research. He also saw to it that the most vital scientific reference works and journals were made available to Physical Education students. Postma was an enthusiastic lecturer• and inspired his students. Postma's most important contribution in the field of research lies in the fact that he was one of the first Physical Educationalists in South Africa to begin research on the subject. Not only did he personally undertake many research projects, but he also inspired his students to do research and gave them valuable critical guidance in their work. The fact that Postma was an expert in the field of Physical Education as a whole, led to several publications on a wide spectrum of subsections within the subject. The large number of publications for which he was responsible, ensured that his views on the subject were propagated throughout South Africa. His book Inleiding tot die Liggaamlike Opvoedkunde should be seen as his biggest and most important research contribution to the development of the subject. Postma's involvement with Physical Educational journals and organisations in South Africa ensured growth in these two fields of the subject. Postma made a particularly valuable contribution to the development of the South African Association for Sport Science, Physical Education and Recreation. He was responsible in various capacities and in several fields for the establishment and development of this organisation. He can be seen as one of the most important founder members of this body, which came to be known as SAASSPER, and which is highly esteemed. C.M. SMIT As was the case with Postma, Smit had to pioneer and found the subject and had to fight for its development and survival. His contributions were especially in the following fields: the establishment and development of Physical Education at schools and Physical Educational organisations; the establishment and development of Physical Education and sport at the University of Pretoria; the development of the subject by means of research and publications, as well as through services rendered to Physical Educational and sports associations. With regard to the development of training and instruction as part of Physical Education, Smit did important work in two aspects. In the first instance, he did pioneering work as the first organiser of Physical Education at the Union Education Department and the National Advisory Council for Physical Education (NACPE). He had the gigantic task of establishing Physical Education at the widely diffused schools of the Union Education Department and to advise all voluntary physical culture clubs throughout the country. To succeed in this, he had to design new systems, present training courses, give professional advice, decide on the purchase and supply of Physical Educational and sports equipment, and manage several administrative affairs. One of Smit's biggest assets was his ability to instill in teachers and instructors his own knowledge, love and enthusiasm for Physical Education. During his involvement with the Union Education Department and NACPE Smit was responsible for the compilation of the national syllabus for Physical Education in South Africa. This can rightly be seen as one of Smit's most important contributions to improve the instruction of Physical Education in South Africa. Secondly, Smit made a great contribution to promote the training and instruction of Physical Education in South Africa by the work he did as professor at the Depa1•tment of Physical Education and as Director of the Institute for Physical Education at the University of Pretoria. He had to establish and manage both these departments. He was responsible for the creation of sport structures at the University of Pretoria, the planning and development of sport grounds, the purchase of equipment and for adv1sing sport clubs. As head of the Department of Physical Education, he had a big part in the instituting and developing courses and subjects, as well as in making adjustments and changes to upgrade the quality of training of Physical Education students. The standard of training was improved further by Smit's constant efforts to increase the quality of the facilities used in training. In this regard, special mention has to be made of the construction of the building in which the Department of Physical Education is housed, and the building of the L. C. de Villiers Stadium and sport grounds. The efficient way in which Smit managed the Department of Physical Education led to the expedient and effective training of students. Apart from the efficient control which Smit had over the Physical Education building and its staff, he also made an effort to maintain good relation between the personnel and students. For example, he took the initiative in organising Physical Education tours and forming a Physical Education Society at the University of Pretoria. Because of the heavy work load that Smit had to bear during his employment at the University of Pretoria and the Union Education Department, he had little time left for research work and publications. He tried to expand his knowledge of the subject by studying publications, undertaking study tours and attending conferences on Physical Education. His contribution to research on the subject consisted of some research projects he completed on his own, as well as guidance to post-graduate students. With regard to publications, he was responsible for some books (mostly as co-author) and several articles published in journals such as Physical Education and Vigor. Smit contributed his services to outside organisations. He was involved in the South African Association for Sport Science, Physical Education and Recreation from r its inception. During this time he acted as chairman (1952) and worked on several of the organisation's committees. Apart from being involved in several branches of sport at the University of Pretoria, he also offered his services to national and provincial sport bodies. D.P.J. SMITH As was the case with Postma and Smit, Smith's contributions to the development of Physical Education in South Africa should be seen against the circumstances surrounding the subject at that time. Because the subject was not given recognition, Smith had to do pioneering work in many fields. He was one of the few Physical Educationalists who succeeded in making a balanced contribution to each of the following aspects of the subject: training, research and services rendered to outside organisations. Smith's contributions in the field of training are mainly related to his involvement with the Potchefstroom Teachers' Training College and the Potchefstroom University. He was the first person to be permanently appointed as lecturer of Physical Education at the Potchefstroom University. In this capacity he was not only responsible for the training of Physical Education students, but also for the organis11tion and presentation of advancement classes for teachers. In both cases Smith did pioneering work, especially in the establishment and development of Physical Education courses and subjects, as well as the compilation of syllabuses for these subjects. Because of his efforts to improve the quality and quantity of Physical Educational facilities and equipment at the College, the standard of instruction improved. During this time Smith was also responsible for the organisation and presentation of several exhibitions related to Physical Education. In this way the public was introduced to the nature, content and methods of instruction of the subject, and prospective students were motivated and recruited. Smith's work as lecturer, marked by enthusiasm, energy and purposefulness in presenting the subject, played a definite role in improving the standard of training at the College's Department of Physical Education. The contributions Smith made to training during his involvement with the Potchehtroom University, can be summarised as follows: In the first place he established and developed the Department of Physical Education at the University. Due to his capable administration of the Department, the training of students could be effected successfully and effectively. In the second place Smith did pioneering work in the institution of courses and subjects, as well as the compilation of syllabuses. He saw to it that the contents of the courses were scientific, applicable and practical. In the third instance, the quality of instruction which Smith offered his students was exceptionally high. Not only were his lectures well prepared, systematic and of a high standard, but his method of presentation was also stimulating, interesting and very effective. His example had a positive influence on his students. In the fourth instance, the standard of instruction was improved due to the acquisition of better facilities and equipment, which was largely the result of Smith's efforts. Smith's contributions in the field of research in Physical Education can be summarised as follows: He did pioneering work in establishing research in Physical Education at the Potchefstroom University. He provided expert and inspired guidance to students in their own research projects. He maintained good contact with experts and remained informed on new developments in the subject by attending conferences and symposia. He was responsible for several publications which were scientific, orderly and polished. With regard to services rendered to outside organisations, Smith made large and valuable contributions. Apart from his involvement with organisations such as the Road Safety Council and the Church, Smith did extremely valuable work for Physical Educational and sports associations. He was involved in the research section and several committees of the Physical Educational organisation SAASSPER, and made valuable contributions during discussions at its conferences. In the field of sport, he offered his services in various capacities, such as coach, administrator, selector, official and president, on club and national level. Although he was principally concerned with athletics and tennis, his assistance was valuable to sportsmen across the board. For him it was his life's work to be of service to sportsmen and sports women. He was also of service to the public through his involvement with several fitness projects. In the 1940's he presented exercise classes to the public in Parys, and during the 1960's and 70's he played a leading role in fitness projects launched by the National Fitness Scheme. CONCLUSION This study showed that the following three leading South African Physical Educationalists - J.W. Postma, C.M. Smit and D.P.J. Smith - had made valuable contributions to the development of Physical Education in South Africa. Their contributions were analysed under the following headings: Training and instruction Research and publications Administrative and organising aspects - in particular to Physical Educational and sports associations and professional journals All three of them succeeded to a large extent in maintaining a healthy balance between these three aspects of their work. The researcher hopes that this study will give the Physical Educationalist of today new insight into the origins of this subject and that there will be a renewed appreciation of the work done by the pioneers of Physical Education in South Africa. / Proefskrif (DEd)--PU vir CHO, 1987

Composing or arranging for orchestra is a skill which is hard to learn and hard to teach. Literature on orchestration is comprehensive in terms of rules of thumb and these heuristic tools are sometimes called principles of orchestration. However, a study of the literature on orchestration revealed that these 'principles' are not theories about the outcomes and effects of specific decisions made by composers. An exception is the work of George McKay who does indeed establish principles of orchestration to some extent. Granting a few exceptions, literature on orchestration takes as point of departure recommendations about techniques of orchestration and illustrates these techniques with analyses of existing compositions for orchestra. In this study I invert the approach followed in the literature and take music analysis as a point of departure for my study. I used an existing and conventional analysis of Claude Debussy's Syrinx for solo flute from the book Sonic Design: The Nature of Sound and Music by Robert Cogan and Pozzi Escot (1976) as context for my own analysis of Syrinx in which the less familiar type of analysis – the analysis of musical gestures and musical forces – can be understood. This analysis formed the basis for my orchestral composition titled Ananke which is based upon musical gestures from Syrinx. A reinterpretation of Cogan and Escot's analysis of Debussy's Syrinx enabled me to identify the musical gestures I used as a basis for my orchestral composition. Musical gestures are understood in this dissertation in terms of the theory of musical forces by Steve Larson. The objective in composing Ananke, based upon material from Syrinx by Debussy, is to explore different ways in which the musical gestures can be orchestrated in order to amplify the three musical forces namely musical gravity, musical magnetism and musical inertia. This process of composing the orchestral composition enabled me to construe principles of orchestration concerning musical forces and the different ways in which musical forces can be amplified. I found that the approach I followed in this study can indeed be employed in order to investigate and construe principles of orchestration, taking music analysis as a point of departure. This new approach to the study of orchestration opens up new possibilities in teaching and learning orchestration, as well as in composing or arranging for orchestra. / Thesis (MMus (Composition))--North-West University, Potchefstroom Campus, 2013.

Cette thèse étudie le passage de la poésie au théâtre, à partir de trois parcours créateurs majeurs appartenant aux littératures française et québécoise des trois premiers quarts du XXe siècle – soit ceux d’Antonin Artaud, de Paul Claudel et de Claude Gauvreau. Ces auteurs – d’abord reconnus pour leur écriture poétique – ont su, soit en pratiquant, soit en inspirant une écriture théâtrale radicalement novatrice, jouer un rôle déterminant dans la mutation des formes tant dramatiques que dramaturgiques, et cela, par le biais de trois stratégies. Après une introduction rappelant l’évolution des liens (dés)unissant la poésie et le théâtre à travers les siècles, le premier chapitre s’attache à mettre au jour les approches mises en œuvre par les trois écrivains pour rejeter l’illusion réaliste. Celles-là ressortissent à leur prise de position antinaturaliste, à leur volonté de fonder un art total et à leur souhait de revenir aux sources d’une mimesis archaïque. Le second chapitre explore, quant à lui, les procédés de poétisation du dramatique : les mécanismes et les caractéristiques de la langue lyrique des poètes en général, et la génération d’idiomes inédits en particulier. Les techniques de théâtralisation et de dramatisation du poétique, de leur côté, sont examinées dans le dernier chapitre. Plusieurs événements et rencontres ont donné l’occasion aux poètes-dramaturges de saisir quelles sont les modalités inhérentes à la scène. Cette prise de conscience a directement influé sur leur écriture dramaturgique, notamment en les faisant user de deux stratégies propices au surgissement de la théâtralité : l’oralisation lyrique de la partition dramatique et la plastification des corps. La conclusion, pour sa part, propose une synthèse des résultats de recherche, et montre que ces trois auteurs sont réunis par la même quête cosmique d’un théâtre vital et existentiel.

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John Cameron highly influenced the development of theology at the Huguenot Academy of Saumur and left an impact on French Reformed thought that continued to the end of the Seventeenth Century. Cameron had modified orthodox Calvinism by softening some of its harsher features in order to answer its opponents more effectively. Claude Pajon was convinced that certain flaws had emerged in the way other disciples of Cameron were interpreting his theology which threatened to undermine Cameron's carefully balanced system. Cameron had introduced the concept that the will always follows the understanding and that man is converted according to his nature through persuasion and reasons without any coercion. Man was understood as possessing natural ability to choose the good; however because of his own voluntary choice, he remains in the grip of a moral inability. He also taught the controversial concept of "hypothetical universalism" or that God wills the conversion of all men and provides the Word for their redemption which is an adequate remedy for man's sinful condition. In the end, however, only those granted a particular grace are actually of the elect and converted. Pajon vigorously opposed those who argued that there is a need for an immediate act of grace distinct from the action of the Word before man's mind could be illuminated. To argue that grace is universal and that the Word is an adequate remedy for sin and still to insist on an immediate grace of this nature was considered by Pajon to rob the concept of universalism of any validity, and to undermine the entire Cameronian apologetic. Pajon's solution was to propose a method of conversion known as mediate grace or congruism. The Spirit brings about conversion entirely by the secondary means of the Word and its attending circumstances and causes all these influences to converge in such a way and at such a time that the subject is inevitably but voluntarily persuaded and converted. It is essential to the very nature of man to be able to receive the Word of truth which brings deliverance to the soul without immediate grace. Furthermore, man's sin is of a moral nature; nothing physical is involved in it in any way. Therefore, the logical prescription should be a moral remedy for a moral malady. Pajon understood that his concept of grace represented Cameron's own position and was the most coherent interpretation of Cameronianism.