Includes bibliographical references. / In this dissertation Reliëfkaart is discussed by its author. In Part I the map as dominant metaphor and the cartographic aspects of writing poetry is studied with spatial consciousness, topographies, symbolic and iconic depiction and the implication of relief as main focus. As a cognitive process and means of portraying a three dimensional world in a two dimensional medium, cartography as writing and the poet as cartographer is discussed. Based on the theoretical background the poems are analyzed within their particular sections: "Reliëfkaart" , "Mappaemundi" , "Kartografie", "Vlakte", "Landmeter", "Grensgebied" and "Rysland". In Part II the author takes a closer look at the relationship between music and poetry. An analysis of a series of poems from Reliëfkaart, Droom for mezzo soprano and piano by composer Chris van Rhyn, indicates how inter-related the music and text can be. Two interpretations by two different musicians of "Die dans van die reën", a poem by Eugene N. Marais (1871-1936), is also discussed. The author shows on the function of tension, rhythm and sound when setting words to music.

Peter and the Wolf (1936) is a transmedial work based on a Russian fairy tale composed and written by Sergey Prokofiev . Prokofiev’s purpose with the work was amongst others to introduce children to the instruments of the symphony orchestra. This study examines the possibility of creating a new Afrikaans versification of the text in order to introduce this work to Afrikaans-speaking children. The creative product of the research consists of a picture book and a corresponding soundtrack together with the original music and a recitation of the text. The researcher cooperated with other artists in order to achieve the final product. Since the realisation of a creative product forms an integral part of this study, practice-based research has been utilised. The framework for practice-based research by Scrivener and Chapman (2004) has been used for the design of the study, the implementation thereof (theory and practice), as well as for the structure of the dissertation. The first step of the framework of Scrivener and Chapman (2004) entails the pre-project reflection, i.e. the identification of issues, as well as the concerns and interests of the researcher. It is important to the researcher that children are exposed to the instruments of the symphony orchestra, and she is also interested in picture books and fairy tales. Research revealed that there is no recent Afrikaans version of Peter and the Wolf. She consequently decided to do a versification of the text. The identification of the source domains relevant to the research theme and the creative project forms the second step of the framework. The initial source domains that were identified and studied were the theoretical concepts of intertextuality, intermediality and creative adaptation (Chapter 2). Peter and the Wolf originated as an intermedial work and thus the intermedial creative product is also a creative adaptation of the original work. As the study progressed, additional domains for research have been identified and examined. These are music, narrative poetry, children’s book illustrations, developmental psychology, cognitive narratology and information regarding the listener or reader (Chapter 3). Insight into the art forms and media can positively influence the progress of the creative product and can aid in creating an improved understanding of the intermedial effect of the total creative product. Because the target audience of the picture book is children between the ages of six and eight years, research was done on the developmental psychology of the child in the middle childhood years. In combination with this, cognitive narratology was studied to determine the reception of the creative product, and to assist with the analysis of the existing texts of Peter and the Wolf. Thereafter three existing editions of Peter and the Wolf were studied, based on the theoretical framework, and the intermedial interplay and creative possibilities for different medial combinations were examined (Chapter 4). These texts are: 1) a picture book, translated by Lydia Pienaar (1975); it is an equivalent translation of the original Russian text and has become a classical edition of the work in Afrikaans; 2) a poetic version by Philip de Vos of a performance text with the original music (2003); and 3) an alternative modern edition with musical arrangement, text and illustrations by Gavin Friday and Bono (2003). The latter combination of text, music, illustrations and recitation, was also used for the creative work in this study. Cycles of production and work reflection form part of the creative phase of practice-based research. In Chapter 5, the different phases of the versification process are discussed by analysing different versions of the manuscript. There is also a report on the co-operation with the other artists, and the development of the different media (the illustrations, the music realisation, the recitation and the sound mixing). In the post-project reflection the interplay between the theoretical research and the creative work was examined, as well as the contribution of the different research fields to the final creative project and the intermedial interplay between the different media that were used in the creative work. It was found that practice-based research is a very successful research method for a postgraduate study in which a creative project forms part of the study. The research method is not only advantageous for the development of the creative project, but also for thorough theoretical research. Furthermore, the researcher came to the conclusion that an improved understanding of the complex theoretical approaches develops when they are practically applied. This understanding is not necessarily based on theoretical research, but on the experience that was gained throughout this study. The creative product of this study can expand the horizon of the child in an intermedial way that will benefit the listener. Insight has been obtained on the way in which such a project can be undertaken. Furthermore, other intermedial projects can flow from this project. A translation of the poetic text can make this book and CD accessible to a large number of South African children. / MA (Afrikaans and Dutch), North-West University, Potchefstroom Campus, 2015

Peter and the Wolf (1936) is a transmedial work based on a Russian fairy tale composed and written by Sergey Prokofiev . Prokofiev’s purpose with the work was amongst others to introduce children to the instruments of the symphony orchestra. This study examines the possibility of creating a new Afrikaans versification of the text in order to introduce this work to Afrikaans-speaking children. The creative product of the research consists of a picture book and a corresponding soundtrack together with the original music and a recitation of the text. The researcher cooperated with other artists in order to achieve the final product. Since the realisation of a creative product forms an integral part of this study, practice-based research has been utilised. The framework for practice-based research by Scrivener and Chapman (2004) has been used for the design of the study, the implementation thereof (theory and practice), as well as for the structure of the dissertation. The first step of the framework of Scrivener and Chapman (2004) entails the pre-project reflection, i.e. the identification of issues, as well as the concerns and interests of the researcher. It is important to the researcher that children are exposed to the instruments of the symphony orchestra, and she is also interested in picture books and fairy tales. Research revealed that there is no recent Afrikaans version of Peter and the Wolf. She consequently decided to do a versification of the text. The identification of the source domains relevant to the research theme and the creative project forms the second step of the framework. The initial source domains that were identified and studied were the theoretical concepts of intertextuality, intermediality and creative adaptation (Chapter 2). Peter and the Wolf originated as an intermedial work and thus the intermedial creative product is also a creative adaptation of the original work. As the study progressed, additional domains for research have been identified and examined. These are music, narrative poetry, children’s book illustrations, developmental psychology, cognitive narratology and information regarding the listener or reader (Chapter 3). Insight into the art forms and media can positively influence the progress of the creative product and can aid in creating an improved understanding of the intermedial effect of the total creative product. Because the target audience of the picture book is children between the ages of six and eight years, research was done on the developmental psychology of the child in the middle childhood years. In combination with this, cognitive narratology was studied to determine the reception of the creative product, and to assist with the analysis of the existing texts of Peter and the Wolf. Thereafter three existing editions of Peter and the Wolf were studied, based on the theoretical framework, and the intermedial interplay and creative possibilities for different medial combinations were examined (Chapter 4). These texts are: 1) a picture book, translated by Lydia Pienaar (1975); it is an equivalent translation of the original Russian text and has become a classical edition of the work in Afrikaans; 2) a poetic version by Philip de Vos of a performance text with the original music (2003); and 3) an alternative modern edition with musical arrangement, text and illustrations by Gavin Friday and Bono (2003). The latter combination of text, music, illustrations and recitation, was also used for the creative work in this study. Cycles of production and work reflection form part of the creative phase of practice-based research. In Chapter 5, the different phases of the versification process are discussed by analysing different versions of the manuscript. There is also a report on the co-operation with the other artists, and the development of the different media (the illustrations, the music realisation, the recitation and the sound mixing). In the post-project reflection the interplay between the theoretical research and the creative work was examined, as well as the contribution of the different research fields to the final creative project and the intermedial interplay between the different media that were used in the creative work. It was found that practice-based research is a very successful research method for a postgraduate study in which a creative project forms part of the study. The research method is not only advantageous for the development of the creative project, but also for thorough theoretical research. Furthermore, the researcher came to the conclusion that an improved understanding of the complex theoretical approaches develops when they are practically applied. This understanding is not necessarily based on theoretical research, but on the experience that was gained throughout this study. The creative product of this study can expand the horizon of the child in an intermedial way that will benefit the listener. Insight has been obtained on the way in which such a project can be undertaken. Furthermore, other intermedial projects can flow from this project. A translation of the poetic text can make this book and CD accessible to a large number of South African children. / MA (Afrikaans and Dutch), North-West University, Potchefstroom Campus, 2015

Thesis (MA)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: No abstract / AFRIKAANSE OPSOMMING: Geen opsomming

This study focuses on the use of a bridging technique to overcome contact–making barriers in adolescents. Contact is regarded as an integral part of all human experiences, but barriers (also called contact boundary disturbances) often hinder effective contact–making with the environment. To overcome contact boundary disturbances, several model bridges were constructed prior to the study and these were used as a metaphor during the intervention phase with adolescents. The goal of the research was to determine whether a technique called “bridging” could overcome contact boundary disturbances in adolescents in therapy. The research was conducted from an existential–phenomenological Gestalt approach. Combined quantitative and qualitative approaches were followed and a single system experimental design, A–B–A–A, was applied. A total of 14 adolescent participants between the ages of 11 and 14 were purposefully selected from three different schools in the Gauteng Province, South Africa, as well as their parents and teachers. Quantitative data were collected from the pre–intervention assessment, the post–intervention assessment and a follow–up assessment where questionnaires were completed by the researcher for each of the adolescent participants. The follow–up assessment was done four weeks after the postassessment in order to determine the consistency of the intervention. These questionnaires were analysed according to the semantic differential scale, and raw scores were plotted on line and bar graphs in order to assess the contact skills and contact boundary disturbances in the participating adolescents. Qualitative data were collected through semi–structured interviews with parents and teachers and through therapeutic interventions with adolescents. The data were analysed using the Creswell spiral and the a priori and inductive coding approaches. Three main themes were identified which were contact boundary disturbances, personal emotional factors and behavioural factors. Quantitative and qualitative data results and findings were discussed in context, to the relevant literature. The findings of the data indicated that the bridging technique can be useful in working with adolescents in therapy to overcome contact–making barriers. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

This study focuses on the use of a bridging technique to overcome contact–making barriers in adolescents. Contact is regarded as an integral part of all human experiences, but barriers (also called contact boundary disturbances) often hinder effective contact–making with the environment. To overcome contact boundary disturbances, several model bridges were constructed prior to the study and these were used as a metaphor during the intervention phase with adolescents. The goal of the research was to determine whether a technique called “bridging” could overcome contact boundary disturbances in adolescents in therapy. The research was conducted from an existential–phenomenological Gestalt approach. Combined quantitative and qualitative approaches were followed and a single system experimental design, A–B–A–A, was applied. A total of 14 adolescent participants between the ages of 11 and 14 were purposefully selected from three different schools in the Gauteng Province, South Africa, as well as their parents and teachers. Quantitative data were collected from the pre–intervention assessment, the post–intervention assessment and a follow–up assessment where questionnaires were completed by the researcher for each of the adolescent participants. The follow–up assessment was done four weeks after the postassessment in order to determine the consistency of the intervention. These questionnaires were analysed according to the semantic differential scale, and raw scores were plotted on line and bar graphs in order to assess the contact skills and contact boundary disturbances in the participating adolescents. Qualitative data were collected through semi–structured interviews with parents and teachers and through therapeutic interventions with adolescents. The data were analysed using the Creswell spiral and the a priori and inductive coding approaches. Three main themes were identified which were contact boundary disturbances, personal emotional factors and behavioural factors. Quantitative and qualitative data results and findings were discussed in context, to the relevant literature. The findings of the data indicated that the bridging technique can be useful in working with adolescents in therapy to overcome contact–making barriers. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

Die doel van hierdie kreatiewe produksieprojek was om ruimtelike grafiese ontwerp-toepassings te skep vir die Ferdinand Postma-biblioteek van die Noordwes-Universiteit (Suid-Afrika) en om verslag te lewer ten opsigte van die toepassing van Scrivener se Kreatiewe Produksiestruktuur op die kreatiewe- en navorsingsprosesse. Om dié doelwitte te bereik moes navorsing met betrekking tot twee aspekte geskied. Eerstens is teorieë met betrekking tot ruimtelike grafiese ontwerp en verskeie ontwerpbenaderings wat die ontwerpdissipline betrek (identiteitsontwerp, inligtingsontwerp en wegwysingsontwerp) ondersoek. Tweedens is die aard en toepassing van praktykgebaseerde navorsing onder die loep geneem. Die literatuurstudie het gelei na die keuse van Scrivener se Kreatiewe Produksiestruktuur as 'n metode om praktykgebaseerde navorsing te benader. Deur die Kreatiewe Produksiestruktuur wat uit vyf stappe bestaan, toe te pas, was dit moontlik om aan die gevarieerde behoeftes en vereistes van die akademiese konteks waarbinne die projek geloods is, te voldoen: Eerstens is betrokke skeppings- en navorsingsprosesse volledig, rasioneel en reflekterend gedokumenteer en sodoende kon die navorsingsbenadering en geakkrediteerde navorsingstegnieke wat toegepas is, duidelik en deursigtig uiteengesit word. Tweedens het die toepassing van die Kreatiewe Produksiestruktuur gelei tot 'n gestruktureerde geskrewe argument waarin die navorsingsveld en konteks van die studie aangespreek is. In die derde plek het die betrokke skeppings- en navorsingsprosesse gelei na suksesvolle ruimtelike grafiese ontwerptoepassings wat die konteks van die Ferdinand Postma-biblioteek in ag neem en die navorsing beliggaam. Die studie se bydrae tot die veld van ruimtelike grafiese ontwerp is geleë in die wyse waarop dit toon hoe Scrivener se Kreatiewe Produksiestruktuur as 'n metode van praktykgebaseerde navorsing toegepas kan word om suksesvolle en konteksgerigte ruimtelike grafiese ontwerptoepassings te skep. / Thesis (M.A. (Graphic Design))--North-West University, Potchefstroom Campus, 2011.

Die doel van hierdie kreatiewe produksieprojek was om ruimtelike grafiese ontwerp-toepassings te skep vir die Ferdinand Postma-biblioteek van die Noordwes-Universiteit (Suid-Afrika) en om verslag te lewer ten opsigte van die toepassing van Scrivener se Kreatiewe Produksiestruktuur op die kreatiewe- en navorsingsprosesse. Om dié doelwitte te bereik moes navorsing met betrekking tot twee aspekte geskied. Eerstens is teorieë met betrekking tot ruimtelike grafiese ontwerp en verskeie ontwerpbenaderings wat die ontwerpdissipline betrek (identiteitsontwerp, inligtingsontwerp en wegwysingsontwerp) ondersoek. Tweedens is die aard en toepassing van praktykgebaseerde navorsing onder die loep geneem. Die literatuurstudie het gelei na die keuse van Scrivener se Kreatiewe Produksiestruktuur as 'n metode om praktykgebaseerde navorsing te benader. Deur die Kreatiewe Produksiestruktuur wat uit vyf stappe bestaan, toe te pas, was dit moontlik om aan die gevarieerde behoeftes en vereistes van die akademiese konteks waarbinne die projek geloods is, te voldoen: Eerstens is betrokke skeppings- en navorsingsprosesse volledig, rasioneel en reflekterend gedokumenteer en sodoende kon die navorsingsbenadering en geakkrediteerde navorsingstegnieke wat toegepas is, duidelik en deursigtig uiteengesit word. Tweedens het die toepassing van die Kreatiewe Produksiestruktuur gelei tot 'n gestruktureerde geskrewe argument waarin die navorsingsveld en konteks van die studie aangespreek is. In die derde plek het die betrokke skeppings- en navorsingsprosesse gelei na suksesvolle ruimtelike grafiese ontwerptoepassings wat die konteks van die Ferdinand Postma-biblioteek in ag neem en die navorsing beliggaam. Die studie se bydrae tot die veld van ruimtelike grafiese ontwerp is geleë in die wyse waarop dit toon hoe Scrivener se Kreatiewe Produksiestruktuur as 'n metode van praktykgebaseerde navorsing toegepas kan word om suksesvolle en konteksgerigte ruimtelike grafiese ontwerptoepassings te skep. / Thesis (M.A. (Graphic Design))--North-West University, Potchefstroom Campus, 2011.

The general aim for this research was to explore and describe the risk and protective variables in the bio–psychosocial field of adolescents with Cystic Fibrosis (CF) and to describe how these variables impact multi–dimensionally on such adolescents. From the literature search it seemed as if interventions regarding CF focus mainly on the medical condition. No literature could be found on the experiences of adolescents with CF. It is clear that there is a dearth of research on adolescents with CF in general but also specifically on the bio–psychosocial impact of this illness on adolescents in this challenging time of maturing. The research design was a case study and focused on exploration and description of risk and protective factors in the bio–psychosocial fields of adolescents with CF. Semi–structured interviews were used as a data collecting method. Questions were open–ended, but focused on the experience of adolescents having CF. Thematic analysis was used for data analysis based on the following steps, which entailed among others transcribing data, reading, re–reading, translation, coding, identifying and describing themes. Facing a chronic illness and the intensive medical treatment required is a harsh reality that influences the entire field of adolescents with CF. This research results expanded knowledge of CF in adolescents within a Gestalt field perspective. Themes identified outline risk and protective factors related to faith, daily routines and especially the effect of medical procedures on time management, emotions, health and body–related aspects, frequent hospitalisation, social support and future concerns. If the risk and protective variables in the field of adolescents with CF is better understood from their own perspective, it is assumed that trans–disciplinary interventions with a multi–dimensional focus will be targeted more accurately in intervention strategies for this vulnerable group. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

The general aim for this research was to explore and describe the risk and protective variables in the bio–psychosocial field of adolescents with Cystic Fibrosis (CF) and to describe how these variables impact multi–dimensionally on such adolescents. From the literature search it seemed as if interventions regarding CF focus mainly on the medical condition. No literature could be found on the experiences of adolescents with CF. It is clear that there is a dearth of research on adolescents with CF in general but also specifically on the bio–psychosocial impact of this illness on adolescents in this challenging time of maturing. The research design was a case study and focused on exploration and description of risk and protective factors in the bio–psychosocial fields of adolescents with CF. Semi–structured interviews were used as a data collecting method. Questions were open–ended, but focused on the experience of adolescents having CF. Thematic analysis was used for data analysis based on the following steps, which entailed among others transcribing data, reading, re–reading, translation, coding, identifying and describing themes. Facing a chronic illness and the intensive medical treatment required is a harsh reality that influences the entire field of adolescents with CF. This research results expanded knowledge of CF in adolescents within a Gestalt field perspective. Themes identified outline risk and protective factors related to faith, daily routines and especially the effect of medical procedures on time management, emotions, health and body–related aspects, frequent hospitalisation, social support and future concerns. If the risk and protective variables in the field of adolescents with CF is better understood from their own perspective, it is assumed that trans–disciplinary interventions with a multi–dimensional focus will be targeted more accurately in intervention strategies for this vulnerable group. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.