Thesis (MMus) -- University of Stellenbosch, 2005. / ENGLISH ABSTRACT: South African education is currently moving in a new direction that is aimed at
representing all the cultures of the country. Music education is grouped as part of the
Arts and Culture learning area of Curriculum 2005 and the implication is that
instrumental music teaching is being marginalized at the expense of general music
teaching. In the past these two were regarded as separate subjects that each had its own
dedicated syllabus. This thesis is geared toward the preservation of instrumental music
teaching (in this case piano) as part of the Arts and Culture learning area of Curriculum
2005 by means of a complementary teaching program whereby general music teaching
and instrumental music teaching can be taught in conjunction with each other. This
approach is based on Gane (1996) who suggests activities and approaches to music
education that can support the co-operation between these two areas of music teaching.
This thesis is an exploratory study to determine if co-operation between prescribed music
curricula and the suggestions for music activities and approaches as proposed by Gane
(1996), have the potential to bridge the gap between general music teaching and
instrumental music teaching. At the onset of this study it was not to test a predetermined
hypothesis, but rather to establish the possibility of a complementary teaching model for
music teaching. This research project was done according to the qualitative research
methodology as it was done it was done in a social setting. This research project was
done over a period of six months with a group of ten learners whose progress ranged
from beginner to grade 2 level. A variety of music compositions was selected and
applied in the practice of the music lesson to demonstrate the application of the music
activities as suggested by Gane (1996). The ultimate goal of the use of the music
compositions was to indicate how prescribed and additional music can be explored to
optimize the learners' knowledge from the two fields of music learning. The following
syllabi were used for this thesis: the British National Curriculum (1995), as well as these
South African syllabi: Curriculum for Extra-Curricular Music - piano (1993), the Interim
Syllabus for Classmusic (1995), and Curriculum 2005 (1997). The reasons for the focus
on these specific syllabi in this research project are as follows: firstly the British National Curriculum serves as framework for Gane's (1996) article "Instrumental performance and
the National Curriculum: a possible partnership?" and this forms the foundation for this
thesis; secondly the Curriculum for Extra-Curricular music (piano) deals with
instrumental music teaching and the Interim Syllabus for Classmusic deals with general
music teaching and these are the two aspects of music teaching in South Africa which
this thesis aim to bring together; and lastly the Curriculum 2005 (1997) is the curriculum
whereby education is currently being practiced in South Africa.
The most important finding of this study is that the proposed teaching method is
workable for music education if certain conditions as is discussed in chapter 4 are in
place. It has also been found that because this is an exploratory study, there is room for
more empirical research in this regard. In conclusion it can be said that since this study
revealed the possibility for an exploratory teaching method for music teaching, this
teaching method does have merit. / AFRIKAANSE OPSOMMING: In Suid-Afrika is opvoeding tans besig om in 'n nuwe rigting te beweeg wat daarop
gemik is om verteenwoordigend van al die land se kulture te wees. Musiekopvoeding
word as deel van Kurrikulum 2005 se Kuns en Kultuur leerarea gegroepeer en die
implikasie is dat instrumentale musiekonderrig ten koste van algemene musiekonderrig
ter syde gestel word waar dit voorheen as aparte vakke geag was wat elk volgens 'n
afsonderlike sillabus onderrig was. Hierdie tesis poog vir die behoud van instrumentale
musiekonderrig (in hierdie geval klavier) as deel van Kurrikulum 2005 se Kuns en
Kultuur leerarea by wyse van 'n komplementêre onderrigprogram waarbyalgemene
musiekonderrig en instrumentale musiekonderrig in wisselwerking met mekaar onderrig
kan word. Hierdie benadering word op Gane (1996) se voorstelle vir aktiwiteite en
benaderings tot musiekonderrig gebaseer aangesien hierdie skrywer ook 'n samewerking
tussen die twee areas van musiekonderrig beywer.
Hierdie tesis is 'n verkenningstudie om te bepaal of voorgeskrewe musiekkurrikula in
samewerking met Gane (1996) se voorstelle vir aktiwiteite en benaderings tot
musiekonderrig toegepas kan word om die oorbrugging tussen algemene musiekonderrig
en instrumentale musiekonderrig, wat as twee aparte afdelings van musiekonderrig
beskou word, te bewerkstellig. Die aanvang van hierdie tesis was nie om 'n
voorafbebaalde hipotese te toets me, maar eerder om die moontlikheid van 'n
komplementêre onderrigmodel vir musiekonderrig te bepaal. Die studie is volgens die
kwalitatiewe navorsingsmetode gedoen aangesien dit in 'n sosiale opset plaasgevind het.
Hierdie navorsingsprojek is oor 'n tydperk van ses maande en met 'n groep van tien
leerders gedoen wie se vorderingstadia van beginner tot graad twee strek. Verskeie
komposisies is geselekteer en in die musieklespraktyk uitgetoets wat daarop gemik is om
algemene musiekonderrig by instrumentale musiekonderrig te laat aansluit, ter illustrasie
van Gane (1996) se voorgestelde raamwerk vir musiekonderrig. Die uiteindelike doel
met die gebruik van die gekose repertorium is om aan te dui hoe voorgeskrewe en
aanvullende onderrigmateriaalontgin kan word om leerders se kennis vanuit die twee onderrigvelde bymekaar te bring en aan te vul. Die volgende sillabusse is in hierdie tesis
uiteengesit: Die British National Curriculum (1995) en ook verskeie Suid-Afrikaanse
kurrikula - dit wil sê die Kurrikulum vir Buitekurrikulêre musiek (klavier) (1993), die
Tussentydse sillabus vir Klasmusiek (1995) en Kurrikulum 2005 (1997). Die redes
waarom die voorafgenoemde sillabusse in die navorsingsprojek ingesluit is, is soos volg:
eerstens dien die British National Curriculum as raamwerk vir Gane (1996) se artikel
"Instrumental performance and the National Curriculum: a possible partnership?" en dit
is waarvolgens hierdie tesis geformuleer is; tweedens handel die Kurrikulum vir
Buitekurrikulêre musiek (klavier) oor instrumentale musiekonderrig en die Tussentydse
sillabus vir Klasmusiek oor algemene musiekonderrig - hierdie twee onderrigvelde is juis
die twee aspekte van Suid-Afrkaanse musiekonderrig wat hierdie tesis poog om by
mekaar te laat aansluit; en laastens word Kurrikulum 2005 ingesluit omdat dit die
onderrigprogram is waarvolgens opvoeding tans in Suid-Afrika gepraktiseer word.
Die belangrikste bevinding van hierdie studie is dat hierdie voorgestelde onderrigmetode
vir musiek werkbaar is indien daar sekere voorwaardes soos in hoofstuk 4 bespreek, in
plek is. Ter afsluiting is daar ook bevind dat aangesien hierdie tesis as 'n
verkenningsstudie gedoen was, daar ruimte vir meer empiriese navorsing in hierdie
verband is. Die gevolgtrekking is dat aangesien hierdie studie die moontlikheid vir 'n
ontginnende onderrigmetode vir instrumentale musiekonderrig aandui, hierdie metode
wel meriete het.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/50320 |
| Date | 12 1900 |
| Creators | Simons, Jacqueline |
| 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 | af_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 127 leaves : ill., music |
| Rights | University of Stellenbosch |
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