Thesis (MMus) -- University of Stellenbosch, 2000. / ENGLISH ABSTRACT: This study involves the research and documentation to develop an integrated, outcomesbased
curriculum for music education in Grade 8 in South Africa by using guided
composition as a teaching method. Directives from the new national curriculum, i.e.
Curriculum 2005, the current Western Cape Education Department's syllabus for Music
and the British National Music Curriculum are considered and applied.
Composition is a medium that assists learners in exploring sound in an approach that
emphasizes discovery through processes of creative thinking when organizing sound.
Music as an art form cannot be mastered through discussion and performance alone.
This study focuses on how composition helps learners to explore and discover through
problem-solving activities when learning to think in sound and to manipulate the
language of music.
General perspectives on music education curricula are researched to determine an
acceptable theoretical proficiency level for Grade 8. The praxial music educational
approach of David Elliott is used as a philosophical foundation for developing the
composition program curriculum. Actively making music, developing musicianship
and developing creativity in music education form the backbone of this author's
approach and hence an accountable basis for a curriculum.
Fundamental issues in developing a curriculum are examined, the crux being how we
learn. Cognitive apprenticeship and reflective thinking as praxial techniques focussing
on integrated and holistic learning are proposed as a methodology for a music education
curriculum, in this case composition. A curriculum for guided composition is designed and set out in four stages according to
the four stages of curriculum development as proposed by David Elliott. Orientation,
preparation and planning, teaching and learning and evaluation and assessment are
addressed.
This composition program attempts to situate and activate musical learning by
proposing teaching and learning skills through which learners can activate and catalyze
their creativity. When learning and experiencing music in a situated, authentic and
practical way, as through composition, lifelong involvement, musical skills and
continued enjoyment and accountability for the subject can be stimulated and established. / AFRIKAANSE OPSOMMING: Hierdie studie behels die navorsing en dokumentasie van die ontwikkeling van 'n
geïntegreerde, uitkomsgebaseerde kurrikulum vir musiekopvoeding in Graad 8 in Suid-
Afrika deur begeleide komposisie as 'n onderrigmetode te gebruik. Riglyne uit die nuwe
nasionale kurrikulum, nl. Kurrikulum 2005, die huidige Wes-Kaap
Onderwysdepartement se sillabus vir musiek en die Britse Nasionale Musiekkurrikulum
word ondersoek en toegepas.
Komposisie is 'n medium wat hom by uitstek daartoe verleen om op ontdekkende wyse,
deur middel van kreatiewe prossesse, klank te eksploreer wanneer dit georganiseer word.
Musiek as kunsvorm kan nie bemeester word deur blote besprekings oor musiek en
voordrag alleen nie. Hierdie studie ondersoek hoe komposisie leerders kan help om te
eksploreer en te ontdek deur middel van probleemoplossingsaktiwitieite wanneer hulle
leer om in klank te dink en die taal van musiek te manipuleer.
Breë perspektiewe op musiekopvoedkundige kurrikula word ondersoek om 'n aanvaarde
vlak van teoretiese bevoegdheid vir leerders in Graad 8 te bepaal. Die praksiële
musiekopvoedkundige benadering van David Elliott is die vertrekpunt om as filosofiese
basis vir die ontwikkeling van hierdie komposisieprogram te dien. Aktiewe musisering.
die ontwikkeling van musiseerderskap en die stimulering van kreatiwiteit in
musiekopvoeding vorm die ruggraat van hierdie outeur se benadering en derhalwe 'n
besinde basis vir 'n kurrikulum.
Fundamentele aangeleenthede in die ontwikkeling van 'n kurrikulum word ondersoek,
waar die kruks lê in hoe ons leer. Kognitiewe vakleerlingskap en reflektiewe denke is praksiële tegnieke wat fokus op geïntegreerde en holistiese leer en word voorgestel as 'n
metodologie vir 'n musiekopvoedkundige kurrikulum, in hierdie geval komposisie.
'n Kurrikulum vir begeleide komposisie word ontwerp en word voorgestel in vier fases
volgens die vier fases van kurrikulum-ontwikkeling van David Elliott nl. oriëntasie,
voorbereiding en beplanning, onderrig en leer en evaluasie en assessering.
Die komposisieprogram word geëvalueer en metodes van kurrikulum-evaluering word
beskryf.
Die komposisieprogram poog om musikale leer te situeer en te aktiveer deur onderrigen
leervaardighede voor te stel waardeur leerders hul kreatiwiteit kan aktiveer en
kataliseer. Wanneer musiek in 'n gesitueerde en outentiek praktiese wyse geleer en
ervaar word, soos deur komposisie, kan lewenslange leer, musikale vaardighede,
voortgehoue genot van musiek en regverdiging van die vak gestimuleer en gevestig word.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/51781 |
| Date | 03 1900 |
| Creators | Van Rensburg, Adriana Janse |
| Contributors | Smit, M., Stellenbosch University. Faculty of Arts & Social Sciences. Dept. of Music. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 195 leaves : ill., music. |
| Rights | University of Stellenbosch |
Page generated in 0.0012 seconds