Thesis (MA) -- University of Stellenbosch, 2004. / ENGLISH ABSTRACT: This study was undertaken with a view to evaluate the effect of music education on
the self-concept of the learner with attention deficit hyperactivity disorder.
Four learners diagnosed with attention deficit hyperactivity disorder were asked to
participate in a music program presented for two terms by the researcher. The selfconcept
of the learners was recorded through interviews and questionnaires by the
learners and their parents before the study commenced. Observations by the
researcher and objective observer were used to monitor the learners' progress during
the course of the lessons. After the completion of the music program the learners and
their parents were again asked to participate in an interview and to complete a
questionnaire. This study revealed that music education is a great enjoyment to these
learners and the self-concept and self-confidence of some of the learners improved.
A literature review was done in order to obtain a perspective on attention deficit
hyperactivity disorder. A historical overview provided insight into the development of
this disorder necessary to describe it properly. The study also focuses on various
intervention techniques which can be used by parents and teachers.
In addition, the study focuses on the role of music education and music practice on the
various developmental levels of the learner and how music can indeed affect
relaxation and be responsible for lifelong learning.
It is recommended that the learners continue with mUSIC education, because it
provides them with a sense of success and it plays a vital role in the cognitive
development of the learner. This, in tum, leads to lifelong learning: an influence that
will remain an irrevocable part of the child for the rest of his/her life. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem met die doelom die uitwerking van musiekonderrig op
die selfbeeld van die leerder met aandagafleibaarheid-hiperaktiwiteit te evalueer.
Vier leerders wat gediagnoseer is met aandagafleibaarheid-hiperaktiwiteit is genader
om 'n musiekprogram, aangebied deur die navorser, vir twee kwartale by te woon.
Die selfbeeld van die leerders, wat vooraf deur middel van onderhoude en vraelyste
deur die leerders en hulouers voltooi is, is geëvalueer. Die leerders se vordering is
tydens die lesse deur middel van observering en objektiewe waarneming bepaal. Na
afloop van die musiekprogram is die leerders en hulouers weer gevra om 'n
onderhoud en vraelys te voltooi. Uit die studie blyk dit dat musiekonderrig 'n groot
mate van genot vir die leerders is en daar was 'n verbetering in selfbeeld en
selfvertroue by sommige van die leerders.
'n Literatuuroorsig bied insig oor die omvang van aandagafleibaarheid-hiperaktiwiteit
en 'n historiese oorsig oor die verloop van die proses wat tot 'n beskrywing van die
versteuring lei, word bekyk. Die verskeie intervensie-tegnieke wat deur ouers en
opvoeders toegepas kan word, word bespreek.
Verder word die rol wat musiekonderrig en musiekbeoefening op die verskillende
ontwikkelingsvlakke van die leerder speel aangespreek, asook hoe musiek 'n
ontspannende effek kan hê en verantwoordelik kan wees vir lewenslange leer.
Dit word aanbeveel dat leerders volhou met musiekonderrig, omdat dit 'n gevoel van
sukses verskaf en 'n belangrike rol speel in die leerder se kognitiewe ontwikkeling.
Laasgenoemde is gevolglik verantwoordelik vir lewenslange leer: 'n onherroeplike
invloed op die leerder vir die res van sy/haar lewe.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/70176 |
| Date | 03 1900 |
| Creators | Smal, Dina-Maré |
| Contributors | Smit, M., Perold, M., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Music . |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 189 leaves |
| Rights | Stellenbosch University |
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