Thesis (MPhil)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The South African Department of Education (DoE) recently introduced a new curriculum for
schools. This curriculum, namely Curriculum 2005 (C2005), and later revised as the National
Curriculum Statement (NCS), is functional at a national level in South Africa and claims to be a
more equitable curriculum than its predecessor by incorporating a philosophy that accommodates
all South African learners from diverse cultural and ethnic backgrounds. C2005 (NCS) promotes the
principles of outcomes-based education (OBE) and shows a high regard for the Constructivist
Learning Theory. In 2006 teachers will be expected to implement the Further Education and
Training (FET) Band of the NCS.
This study critically investigates C2005 (NCS) with the view to an improved understanding of
multicultural education. The focus then turns towards music education by reviewing suggested
teaching practices for multicultural music education. Following this is a thorough exploration of
several approaches for the teaching of music from diverse cultures with an examination of the
various appropriate models for music teaching. However, certain issues arise within the South
African context as to whether music teachers have had the necessary preparation for the effective
implementation of the prescribed music syllabus of the FET band.
The prescribed music syllabus of the FET band includes a variety of musical genres and styles.
This analysis culminates in a reflection on African music, which includes an investigation of how
African music functions within traditional African societies and an approach for the effective
transmission of African music in schools is proposed. Also, arising from numerous reviews
concerning the teaching of African music, are opposing convictions that afford the reader an
opportunity for creative thought.
The lack of adequate didactical resources for the teaching of African music has resulted in a keen
interest by the author in employing technology for instructional purposes. This study concludes by
exploring recommendations concerning the design of an effective instructional programme that
relies on technology and discusses the development of an appropriate technological resource for
the teaching of African music. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Onderwys Departement het onlangs ‘n nuwe kurrikulum aan skole
bekendgestel. Hierdie kurrikulum, naamlik Kurrikulum 2005 (K2005), en later die Nasionale
Kurrikulum Verklaring (NKV), is van toepassing op nasionale vlak in Suid-Afrika en maak daarop
aanspraak om ‘n meer regverdige kurrikulum as sy voorganger te wees deur ‘n filosofie te bevat
wat alle Suid-Afrikaanse leerders uit verskillende kulturele en etniese agtergronde akkommodeer.
K2005 (NKV) bevorder die beginsels van Uitkoms Gebaseerde Onderwys (UGO) en vertoon ‘n hoë
affiniteit vir die Konstruktiewe Leerteorie. Dit sal van onderwysers verwag word om in 2006 die
Verdere Onderwys- en Onderrigband van die NKV te implementeer.
Hierdie tesis ondersoek K2005 (NKV) krities met die oog op ‘n verbeterde begrip vir multikulturele
onderwys. Die fokus skuif dan na musiekopvoeding met ‘n oorsig oor voorgestelde
onderwyspraktyke vir multikulturele musiekopvoeding. ‘n Deeglike bespreking van verskeie
benaderings vir die onderrig van musiek van verskeie kulture volg dan, asook ‘n ondersoek oor
verskillende toepaslike modelle vir musiekonderrig. Sekere kwessies ontstaan egter binne die Suid-
Afrikaanse konteks waarby daar gevra word of musiekonderwysers oor die nodige voorbereiding vir
die effektiewe implementering van die voorgeskrewe musiekkurrikulum van die VOO-band beskik.
Die voorgeskrewe musiekkurrikulum van die VOO-band sluit ‘n verskeidenheid musiekgenres en
-style in. Hierdie analise word gevolg deur nadenke oor Afrika musiek, wat ’n ondersoek insluit na
die wyse waarop Afrika-musiek binne die tradisionele Afrika-gemeenskap funksioneer. Voorstelle
vir die benadering van Afrika-musiek in skole word gemaak sodat die effektiewe oordrag van Afrikamusiek
verseker sal word. In hierdie bespreking word teenstrydige opinies wat na vore kom in die
talle oorsigte oor die onderrig van Afrika-musiek, voorgehou. Dit bied die leser ‘n geleentheid tot
kreatiewe denke.
Die gebrek aan geskikte didaktiese bronne vir die onderrig van Afrika-musiek het gelei tot ‘n groot
belangstelling by die navorser oor die gebruik van tegnologie vir onderrigdoeleindes. Hierdie studie
sluit af met ‘n ondersoek na die ontwerp van ‘n effektiewe onderrigprogram wat op tegnologie
gebaseer is, en met ‘n bespreking van die ontwikkeling van ‘n geskikte tegnologiese bron vir die
onderrig van Afrika-musiek.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/16614 |
| Date | 12 1900 |
| Creators | Mangiagalli, Carla |
| Contributors | Smit, Maria, Herbst, Theo, 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 |
| Format | x, 207 leaves : ill. |
| Rights | University of Stellenbosch |
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