Document Type Doctoral Thesis Author Vermeulen, Dorette firstname.lastname@example.org URN etd-10172009-121302 Document Title Implementing music in an integrated arts curriculum for South African primary schools Degree DMus Department Music Supervisor
Advisor Name Title Prof H van der Mescht Co-Supervisor Prof C van Niekerk Supervisor Keywords
- process performance in arts education
- product performance in arts education
- foundation phase
- specialist versus generalist arts teachers
- teacher training
- arts and culture
- interdisciplinary arts
- integrated learning
- praxial music education
- assessment in teacher training for music education
- outcomes based education
Date 2009-09-01 Availability unrestricted AbstractMusic Education as part of the learning area Arts and Culture is far from satisfactory in South African schools. Reasons for this include a highly sophisticated and complex curriculum (the revised National Curriculum Statement, 2002); the integration of four discrete arts forms into one learning area; and teacher training which is not always reflective of the teaching professionís demands.
The study was based on a mixed method design, investigating how teachers in best scenario schools implement music as part of the integrated learning area Arts and Culture. Interviews were held with various stakeholders in Music Education, including teachers currently involved with the presentation of the Arts and Culture learning area, lecturers at universities training students for Music Education, and policy makers such as subject advisors in the Arts and Culture learning area. Data was also collected by analysing commercially available resources for this learning area.
Analysis of the data obtained revealed that few teachers in the Arts and Culture learning area are qualified in more than one art form. A major concern is that music is often omitted from regular classroom activities in the Foundation Phase due to teachers feeling pressurised by multiple assessment standards in learning areas such as Literacy and Numeracy. Another finding in all primary school phases was that the time spent on Music Education was far less than that spent on Visual Arts. Learners are often involved in projects collecting knowledge about music, but seldom involved in active music making experiences.
Aspects such as different ways to integrate the arts into one learning area, generalist/specialist teacher training, as well as issues concerning product, process and performance during the delivery of the arts, were also investigated. The researcher drew from all the data to design a course for teacher training in Music Education as part of the learning area Arts and Culture.
Recommendations include regular in-service teacher training courses; nationwide co-ordination of teacher training programmes and the establishment of a national council for Music Education. An urgent need for appropriate lesson material in Arts and Culture was also identified, including CDs with songs and backtracks.
© 2009, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
Please cite as follows:
Vermeulen, D 2009, Implementing music in an integrated arts curriculum for South African primary schools, DMus thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-10172009-121302/ >
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