Thesis (MMus (Music))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The Unisa piano examinations play a vital role in present-day South African music
education. Results attained in the Unisa examinations can be used as subject marks
at school, and could also give the pupil access to an audition towards further studies
at a tertiary institution. While the examination body is of great importance, there is no
literature to be found on the success of the system.
The researcher firstly intends to establish to what extend the development of the
piano has had an influence on technique and pedagogy. Educational philosophies
that follow from this are discussed shortly, as well as beginner teaching methods by
using four well known beginner books. The above aspects form the background used
to understand the prominence and development of the examination system.
Secondly, the components of the external examinations are determined and how
holistically this approach is implemented in lessons. While keeping in mind that the
2010 syllabus consists of only four pieces, prescribed scales, aural tests, sightreading
and practical musicianship, candidates are restricted with regard to
repertoire knowledge, technical abilities and ensemble.
Traditionally, great emphasis has been placed on the importance of external
examinations. This places enormous pressure on the learner, resulting in added
stress during the examining procedure. This is reflected in their performances, and
therefore the pupil’s ability cannot be tested in an objective manner. Yet the result of
external examinations is important to teachers, pupils and parents, and is used to
evaluate the pupil’s skill and capability as a musician.
Three research methodologies were used to ensure an accurate study. A literature
review was completed to investigate the need that led to the development of external
examinations. To place the research within a South African context, a survey of a
quantitative nature was conducted by means of a questionnaire. The aim is firstly to
ascertain what teachers use as teaching material and secondly the extent to which
the external examination contributes to the structuring of the learning process. This
empirical study focuses on the teacher and the examination experience of the
learner as well as the role and opinion of the parents regarding the external
examining system.
Statistical models were created to represent the data captured. Data analysis shows
that on average, most teachers are reliant on the Unisa syllabus for choosing
repertoire and the structuring of their lessons. This implies that the learner is
restricted to the Unisa syllabus and its requirements, which inhibit the development
of further musical challenges. Due to the degree of difficulty of the external
examinations, there is little room for additional works and therefore the learner is
often limited to playing less than six pieces a year.
In conclusion, the researcher suggests the following: to propose a new school of
thought based on the development of musicianship rather than achievementorientated
tuition. The playing of external examinations does not need to be the main
object of music tuition; rather, external examinations should be used as a guide for
assessment, which forms part of a holistic approach to music education. / AFRIKAANSE OPSOMMING: Unisa se klaviereksamens speel ʼn belangrike rol in die hedendaagse Suid-
Afrikaanse musiekopvoeding. Nie net dien uitslae behaal in ʼn Unisa-eksamen as
ekwivalent vir musiek as vak in ʼn skoolopset nie, maar ook as toegang tot oudisie
met die oog op toelating tot tersiêre musiekonderrig aan ʼn universiteit. Alhoewel
hierdie eksamenliggaam soveel gewig dra, is daar geen literatuur wat dui op die
geslaagdheid van die sisteem nie.
Die navorser wil deur hierdie studie eerstens die ontwikkeling van die klavier en die
invloed daarvan op tegniek en pedagogie bepaal. Die opvoedkundige filosofieë wat
hierop volg, word kortliks bespreek asook beginnermetodes aan die hand van vier
welbekende beginnerboeke. Hierdie aspekte verskaf die nodige agtergrond om die
prominensie van en aanloop tot die eksamensisteem te verstaan. Tweedens word
die komponente waaruit eksterne eksamens bestaan, vasgestel en hoe holisties die
onderrig hiervan binne lesverband toegepas word. Indien slegs die eksterne
eksamensillabus nagevolg word, het dit ʼn beperking tot gevolg in terme van
repertoriumkennis, tegniese vaardighede asook ensemblespel, as in gedagte gehou
word dat die 2010-sillabus uit slegs vier werke, voorgeskryfde toonlere,
gehoortoetse, bladlees en praktiese musiekleer bestaan.
Tradisioneel word daar geweldige klem op die belangrikheid van eksamenaflegging
geplaas en dit het enorme druk op die leerder tot gevolg, wat groot spanning tydens
die uitvoer van die program veroorsaak. Op sigself beïnvloed dit die leerder se spel,
en kan sy of haar vaardighede dus nie objektief getoets word nie. Tog speel die
eksamenresultaat ʼn groot rol in hoe die kind, onderwyser en ouer die leerder se
vaardighede as musikant evalueer.
Ter wille van akkurate navorsing is drie metodes gevolg. ʼn Literatuurstudie is gedoen
om voldoende kennis in te win oor die behoefte wat gelei het tot die ontstaan en
ontwikkeling van eksterne klaviereksamens. Om hierdie studie in ʼn hedendaagse
Suid-Afrikaanse konteks te plaas, is ʼn kwantitatiewe dataversameling deur middel
van vraelyste uitgevoer. Eerstens wou die navorser hierdeur bepaal watter
onderrigmateriaal onderwysers gebruik en tweedens tot watter mate die eksterne
eksamen bydra tot die strukturering van die leerproses. Hierdie empiriese studie
fokus nie net op die onderwyser nie, maar ook op die eksamenervaring van die
leerder, asook die ouers se rol en mening rakende die eksterne
klaviereksamensisteem.
Op grond van die versamelde data is statistiese modellering saamgestel om die
bevindings uit te beeld. Die data-analise toon dat onderwysers oor die algemeen
baie afhanklik is van die Unisa-klaviersillabus vir repertoriumkeuses en
lesbeplanning. Daardeur word die leerder beperk tot die sillabusvereistes wat
volgens Unisa bepaal word, wat verdere musikale uitdagings strem. Weens die
moeilikheidsgraad laat dit min ruimte vir addisionele werk, wat die leerder se
repertorium beperk tot gewoonlik minder as ses werke per jaar.
Na voltooiing van die studie kan die volgende aanbevelings gemaak word: Die
navorser wil aanbeveel dat ʼn nuwe denkrigting gevolg word, wat die bevordering van
musikantskap tot gevolg het, eerder as prestasiegedrewe onderrig. Die aflegging van
eksterne eksamens behoort nie die hoofdoel van die onderrigproses te wees nie,
maar moet verkieslik benader word as ʼn hulpmiddel tot assessering wat deel vorm
van ʼn holistiese aanslag tot onderrig.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/6898 |
| Date | 03 1900 |
| Creators | Grobbelaar, Margaretha Louisa |
| Contributors | De Beer, R., Schumann, N., University of Stellenbosch. Faculty of Arts and 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 |
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