Thesis (M.Mus)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Since its inception, educators across the board in South Africa have struggled
to implement the new curriculum. Initial problems with terminology and
availability of learning materials have been addressed, but still the resistance
to Outcomes Based Education (0BE) and Curriculum 2005 (C2005) continues.
Some of the reasons for the resistance point to feelings of disempowerment
experienced by generalist and specialist educators who now have to teach the
new Learning Area Arts and Culture. This has been attributed to, amongst
others, a lack of training, resulting in feelings of inadequacy, inappropriate
training for large multicultural classes and the lack of teaching resources.
Another reason for the resistance has been described as a resistance to
change. Many educators have found it difficult to make the paradigm shift
from the previous educational system to OBE and C2005.
The aim of the study is to research and explore ways of empowering
educators to teach Arts and Culture. The new educational system is geared to
redressing the imbalances of the past and giving more expression to the
diversity of cultures represented in South African schools. Whereas the
previous system was founded on exclusively Eurocentric ideology, principles
and values, the new system aims at a more inclusive Afrocentric approach.
However, criticisms leveled at C2005 have suggested that it is still basically
Western in terms of values, terminology and methodology. This study is
therefore aimed at investigating a culturally diverse music/arts curriculum,
which draws on the wealth of resources, methods and modes readily
accessible in South Africa. A comprehensive literature review guides the study
towards a greater understanding of how cultural identities are formed out of a
need to belong and how important recognition is to individuals and groups,
particularly in terms of their diverse cultural expressions. Music and the arts
are understood as being vitally important channels for expression of this
diversity. Yet, true to the Afrocentric principle of holism, unity is found in
diversity. As much common ground exists between an integrated approach and an
Afrocentric approach to music/arts education, these principles are explored to
determine whether they can be adapted for use in contemporary South
African classrooms. An integrated project mode, which provides a balance
between the specific knowledge contexts of the various Learning Areas and
collaborative learning aimed at developing the natural links between learning
areas to create a vibrant whole, is suggested. The researcher conducted an
integrated project at her school with the common theme of "District Six" linking
four Learning Areas and their components. Participatory action research using
qualitative methods such as questionnaires were used to determine the
feasibility of an integrated project mode of learning as a means of empowering
educators to teach Arts and Culture. Subsequently recommendations were
made regarding implementation. / AFRIKAANSE OPSOMMING: Sedert die instelling van die nuwe kurrikulum in Suid-Afrika het opvoeders
gesukkel om dit te implementeer. Die aanvanklike probleme met terminologie
en die gebrek aan geskikte bronne is aangespreek, maar die weerstand het
nie verminder nie. Van die redes hiervoor verwys na gevoelens van
ontmagtiging onder algemene en gespesialiseerde opvoeders wat die nuwe
leergebied van Kuns en Kultuur moes aanbied. Die weerstand word
toegeskryf aan, onder andere, gevoelens van ontoereikendheid, onvanpaste
opleiding om met groot multi-kulturele klasse te werk en 'n gebrek aan
onderrigbronne. 'n Ander rede is beskryf as teëstand teen verandering. Baie
opvoeders het dit moeilik gevind om die paradigma-skuif te maak vanaf die
vorige stelsel na Uitkoms Gebaseerde Onderwys (UG0) en Kurrikulum 2005
(K2005).
Die doel van die studie is dus om navorsing te doen en ondersoek in te stel na
maniere waarop opvoeders bemagtig kan word om Kuns en Kultuur aan te
bied. Die nuwe opvoedingstelsel is gefokus op regstelling van die
onewewigtighede van die verlede en op 'n groter uitdrukking van die kulturele
diversiteit wat in Suid-Afrikaanse skole verteenwoordig is. Terwyl die vorige
stelsel gebaseer was op 'n Eurosentriese ideologie, beginsels en waardes, is
die nuwe gefokus op 'n Afrosentriese benadering. Tog is daar kritiek teen
Kurrikulum 2005 juis omdat dit nog altyd gebaseer is op Westerse waardes,
terminologie en metodes. Die studie gaan dus oor 'n kurrikulum vir musiek en
die kunste wat inspirasie put uit die rykdom van Suid-Afrikaanse bronne,
metodes en modusse. 'n Omvattende literatuur oorsig voer die studie tot die
begrip dat kulturele identiteit gevorm word uit 'n behoefte om te behoort en
deel te wees, hoe belangrik erkenning van individue en groepe is, veral om
hul diverse kulturele identiteit uit te druk. Eie aan die Afrosenstriese beginsel
van holisme kan eenheid binne diversiteit gevind word.
Omdat daar baie gemeenskaplikheid bestaan tussen 'n geïntegreerde en 'n
Afrosentriese benadering tot musiek/kuns opvoeding, word die beginsels verken om te bepaal of dit aangepas kon word vir gebruik in hedendaagse
Suid- Afrikaanse klaskamers. 'n Geïntegreerde projek-modus word
voorgestel, wat 'n balans skep tussen die spesifieke kontekste van kennis in
verskeie Leerareas en koöperatiewe leer wat daarop gemik is om die
natuurlike skakels tussen die verskillende Leerareas te ontwikkel sodat 'n
groter geheel geskep word. Die navorser het by haar skool 'n geïntegreerde
projek oor Distrik Ses geloods wat vier leergebiede, insluitend hul
komponente, ingetrek het. Deelnemende aksie-navorsing soos vraelyste is
gebruik om die uitvoerbaarheid van die geïntegreerde projek-metode te
bepaal as 'n metode om opvoeders te bemagtig om Kuns en Kultuur by skole
aan te bied. Dit sluit af met voorstelle wat gemaak is in verband met die
implementering van die nuwe Kurrikulum.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/16384 |
| Date | 04 1900 |
| Creators | Malan, Sandra Ruth |
| Contributors | Smit, M., 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 | [321] leaves : ill. |
| Rights | University of Stellenbosch |
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