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Relevant bibliographies by topics / Music in education – South Africa

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Academic literature on the topic 'Music in education – South Africa'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "Music in education – South Africa"

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Oehrle, Elizabeth. "Education Through Music: Towards A South African Approach." British Journal of Music Education 10, no. 3 (1993): 255–61. http://dx.doi.org/10.1017/s0265051700001790.

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Music making in Africa has been, and is, an essential aspect of living. The philosophy and process of music making in South African schools bares no relevance to this idea. The present situation is that South African music educators are propagating western music education methods, while so-called ‘western’ music educators are turning to Africa to find answers to their perplexing problems. This paradoxical situation highlights the importance of evolving a philosophy and process of intercultural education through music for South Africa which draws upon research into music making in Africa.

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Oehrle, Elizabeth. "Challenges in Music Education Facing the New South Africa." British Journal of Music Education 15, no. 2 (1998): 149–54. http://dx.doi.org/10.1017/s0265051700009293.

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South Africa is undergoing dynamic changes affecting all aspects of life, and legacies of the previous regime have a bearing on these changes. Music educators informal institutions face many challenges. Music-making in the informal sector is extensive, ongoing and relevant. Today, one of the greatest challenges for music educators in the formal sector is to realise the importance and value of developing a philosophy and process of music education that emanates and evolves from musics and musical practices existing in southern Africa.

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MURPHY, REGINA, and MARTIN FAUTLEY. "Music Education in Africa." British Journal of Music Education 32, no. 3 (2015): 243–45. http://dx.doi.org/10.1017/s0265051715000388.

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Coming from Botswana, South Africa, Zimbabwe, Ghana and Kenya, the papers in this Special Issue on Music Education in Africa cannot portray a definitive story of music education in all 54 sovereign states in the Continent, but as a first step towards understanding what matters in this region of the world, the range of topics in this issue provides us with a focal point for dialogue.

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Walling, Catherine Bennett. "Intercultural exchanges in South Africa: Exploring music teacher experiences, understandings, and practices." International Journal of Music Education 38, no. 2 (2019): 252–66. http://dx.doi.org/10.1177/0255761419877574.

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The purpose of this study was to examine the experiences of four US music educators during and after a 3-week adult choir camp in South Africa. Findings reveal that the camp positively influenced music teacher understandings and practices, both during and after the exchange. Throughout the camp, participants navigated race, privilege and prejudice and expressed value for a vast array of shared experiences with choir mates, teachers, and homestays. Participants reflected regularly on processes of learning new musics, describing growth through authentic and at times challenging activities. Furth

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Herbst, Anri, Jacques de Wet, and Susan Rijsdijk. "A Survey of Music Education in the Primary Schools of South Africa's Cape Peninsula." Journal of Research in Music Education 53, no. 3 (2005): 260–83. http://dx.doi.org/10.1177/002242940505300307.

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We investigated the state of music education in government primary schools in the Cape Peninsula (Western Cape Province, South Africa) as perceived by the general class teacher. Since the first democratic elections in South Africa (1994), the entire primary and secondary school education system has changed drastically in terms of content, and general class teachers (not music specialist teachers) are now responsible for music education within the Arts and Culture learning area. We aimed to identify and analyze problems that these teachers experience in implementing the music component of the r

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Campbell, Patricia Shehan. "How Musical We Are: John Blacking on Music, Education, and Cultural Understanding." Journal of Research in Music Education 48, no. 4 (2000): 336–59. http://dx.doi.org/10.2307/3345368.

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The distinguished music scholar John Blacking (1928-1990) made the study of music in culture and the nature of musical thought and behavior his lifelong quest. Although an anthropologist by training and an ethnomusicologist in his academic output, he produced a vast quantity of publications on the nature of musicality and musical development in the Venda children of northern Transvaal, South Africa. There are multiple purposes of this research, starting with a profile of the professional career of John Blacking, from his musical beginnings in England to his South African Odyssey of fieldwork a

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Torp, Claudius. "Missionary Education and Musical Communities in Sub-Saharan Colonial Africa." Itinerario 41, no. 2 (2017): 235–51. http://dx.doi.org/10.1017/s0165115317000353.

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This article explores the effects of music education carried out by Protestant missionaries on local forms of sociability in sub-Saharan Africa during the late nineteenth and early twentieth centuries. Based on a methodological framework of ideal types of musical communities, the examination focuses on examples of musical encounters between missionaries and the Yoruba in West Africa, the Lobedu in South Africa, and the Nyakyusa in East Africa. A closer look at the kinds of sociability facilitated by missionary music will reveal a colonial dialectic emerging from the contrasting forces of cultu

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Bartolome, Sarah J. "“We sing to touch hearts”: Choral musical culture in Pretoria East, South Africa." Research Studies in Music Education 40, no. 2 (2018): 265–85. http://dx.doi.org/10.1177/1321103x18768101.

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The purpose of this study was to explore the culture of choral singing among children and youth in Pretoria East, South Africa. The philosophical underpinnings of the choirs, the roles of choirs within local and national communities, and the perceived values and benefits of participation were examined. This collective case study required the integration of standard ethnographic strategies employed over the course of a month-long period of fieldwork and two shorter follow-up visits. I observed approximately 40 hours of rehearsal and 25 hours of performance, focusing on five choirs in and around

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Ogunyemi, F. Taiwo, and Elizabeth Henning. "From traditional learning to modern education: Understanding the value of play in Africa’s childhood development." South African Journal of Education 40, Supplement 2 (2020): S1—S11. http://dx.doi.org/10.15700/saje.v40ns2a1768.

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Rhymes, poetry, stories, wrestling, music and dancing were essential cultural elements through which childhood play was promoted in traditional Africa. “Modernisation” brought about by colonialism led to distortion and decline in the use of traditional play for childhood education in many parts of Africa. This work assessed the value of play in Africa’s childhood education, using documentary analysis and a survey of views from South African and Nigerian childhood educators. The documentary analysis involved a review of existing research to give an overview of traditional play in Africa, while

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Oehrle, Elizabeth. "The Economic Accountability of Music Education." British Journal of Music Education 4, no. 3 (1987): 223–27. http://dx.doi.org/10.1017/s0265051700006057.

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Music education struggles to survive in countries such as England, United States and South Africa because of the lack of financial support, particularly during economic recessions. To counter this unfortunate situation, well-written books and articles have been appeared over the years, propounding the truth that the arts do have an essential place in the balanced education of children, but these well-founded and constructed arguments continually fall on deaf ears. During economic recessions government planners and educational authorities rationalise that they can afford to do away with the art

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Dissertations / Theses on the topic "Music in education – South Africa"

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Beer, Luzaan. "Music education in the foundation phase." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1020302.

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Music education is an essential aspect of education. The South African school curriculum for the Creative Arts combines dance, drama, music and the visual arts. The curriculum uses a combination of the theories of Carl Orff, Emile Jaques-Dalcroze and Zoltán Kodály. Each of these music theorists and educationists have their own distinctive approach to teaching music. This study explores the theories of music education of Carl Orff, Emile Jaques-Dalcroze and Zoltán Kodály. These theories are applied in a critical analysis of both the South African curriculum and the curriculum of New South Wales

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Sparrow, Marion Janet. "Aspects of musical education in Grahamstown, 1832-1950." Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1004616.

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From Introduction: An investigation into aspects of musical education in Grahamstown cannot be isolated from the prevailing economic and social influences and must be seen within that setting. By the 1830's Grahamstown had developed from the frontier military post of 1812, to a settlement with an increasing population, aware of the importance of general education in raising standards and whose attention was concentrated in commerce, allied with agriculture, being a wool centre and a halting-place for traders conveying merchandise northwards, by ox-wagon and later also the chief centre of the o

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Montocchio, Edouard Francis. "The nature of music education at the South African College of Music : an interpretative enquiry." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/22088.

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This project began with a Preliminary Study, in which the members of the 1985 final-year class at the SACM were interviewed to investigate their goals and the way in which these goals related to their curricula. The main findings of this study were that the students were unclear about their goals, their reasons for studying music at the SACM, and their future prospects. In addition, their perception of the SACM included criticism of items of curricular content and teaching methods. These findings led to a central goal question which was to become the focus of a more objective, broadly based, i

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Drummond, Urvi. "Music education in South African Schools after apartheid : teacher perceptions of Western and African music." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6298/.

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The South African classroom music curriculum has changed in the twenty years since the transition from apartheid to democracy in 1994. The broad imperative for the main music education policy shifts is a political agenda of social transformation and reconciliation. Policy aims are to include many more learners in the music classroom by promoting the study of diverse musics that were previously marginalised and by providing a framework for music education that allows learners to progress at their own pace. This research study investigated to what extent music teachers are able and likely to ful

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Clench, Renate. "Howard Gardner's multiple intelligences theory, outcomes-based education and curriculum implementation in South Africa : a critique of music education in the general education and training phase." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1218.

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This study examines the current curriculum for primary schools in South Africa – Curriculum 2005 (C2005) and the subsequent Revised National Curriculum Statement (RNCS), with Outcomes-Based Education (OBE) as its fundamental educational approach - with specific reference to the place of music education in it. While the underlying principles and scope of this curriculum has many positive attributes, numerous studies have shown that there are still major stumbling blocks in the way of its successful implementation. Since the emphasis of the Arts and Culture Learning Area is on the nurturing of g

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Van, Heerden Estelle Marié. "Influences of music education on the forming process of musical identities in South Africa." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08252008-144731/.

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Daniels, Delia Josianne. "Keyboard tuition for adult beginners : investigating Practical Piano Study 171 at the University of Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/49730.

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Thesis (MMus) -- Stellenbosch University, 2002.<br>ENGLISH ABSTRACT: In 1999, two certificate courses were introduced at the Department of Music of the University of Stellenbosch, namely the BMus Foundation Programme (preparatory) and the Introductory Programme in Music. The BMus Foundation Programme aims to reach students who intend doing the BMus Programme but do not meet the required standard for the BMus Programme at the time of enrolment. On the successful completion of the BMus Foundation Programme, these students can then be promoted to the BMus Programme. The Introductory Progra

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Andersson, Ida. "Balance of music education : chartering verbal and non verbal knowledges in the philosophies of music teachers in South Africa." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1488.

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This thesis discuss how balance between declarative and procedural knowledge can be reached in music education. The purpose is to shine light on how balance between different kinds of knowledge shows itself in South African music teachers descriptions of their ways of teaching. The main focus lies in how non verbal and verbal knowledge present itself in the teacher's philosophies. The categorisation of different kinds of knowledge from the book Music Matters by David Elliott is used to distinguish the main question in the analysis. This categorisation suggests there are five categories of know

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Leqela, Moeletse Armstrong. "An exploratory study of music education in the FET bands (Grades 10-12) in selected secondary schools." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1017226.

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South African education has been heavily influenced by British rule since 1806 and “the legacy of apartheid continues to be felt in the education system of South Africa” (Herbst, 2005:4). This legacy stems largely from the introduction of English as a language of transmission to the legislation and regulations, such as the Bantu Education Act (1953), the Correspondence College Act (1965) and the Technical College Act (1981, amended in 1989 regulating technical colleges) (DoE, 2003:1-2; Herbst, 2005:4). The African National Congress (ANC), which became the new government in 1994, felt that the

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Matier, Rosemary. "Georg Gruber : his contribution to music education in South Africa and an evaluation of selected vocal compositions and arrangements." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1002312.

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In this thesis I have given a factual account of Georg Gruber's contribution to music education in South Africa by giving a short biography and studying a) his philosophy of music education, b) the content of the music courses offered at Rhodes University during his occupancy of the Chair (1955-1972), c) the content of the music courses offered at the University of Fort Hare from 1974-1977, d) his contribution to choral education, e) his publications in the field of music education. I have given an evaluation of selected vocal compositions: a) Two masses, b) Terra Nova , c) Two African cantata

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Books on the topic "Music in education – South Africa"

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Hugo, Elsbeth. Effective music education in South Africa. Human Sciences Research Council, 1993.

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Hauptfleisch, Sarita. Effective music education in South Africa. Human Sciences Research Council, 1993.

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Oehrle, Elizabeth. A new direction for South African music education: A creative introduction to African, Indian, and Western musics. 2nd ed. Shuter & Shooter, 1988.

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International Society for Music Education. World Conference. Ubuntu: Music education for a humane society ; conference proceedings of the 23rd World Conference of the International Society for Music Education held in Pretoria, South Africa. UNISA, 1998.

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Australia. National Office of Overseas Skills Recognition. South Africa: A comparative study. Australian Government Publishing Service, 1993.

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Paola, Roberta James. South Africa. American Association of Collegiate Registrars and Admissions Officers, 1998.

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Muller, Carol Ann. Focus: Music of South Africa. 2nd ed. Routledge, 2008.

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South Africa is my best world: The voices of child citizens in a democratic South Africa. Peter Lang, 2010.

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Joubert, H. J. The law of education in South Africa. 2nd ed. Van Schaik Publishers, 2008.

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Koopman, Oscar. Science Education and Curriculum in South Africa. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40766-1.

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Book chapters on the topic "Music in education – South Africa"

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Odendaal, Albi. "Structure and Fragmentation: The Current Tensions and Possible Transformation of Intercultural Music Teacher Education in South Africa." In Visions for Intercultural Music Teacher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21029-8_10.

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Mapaya, Madimabe Geoff. "Misalignment of University-Based Music Education with Modern-Day South African Musical Praxis." In Listening Across Borders. Routledge, 2021. http://dx.doi.org/10.4324/9780429027215-10.

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Prinsloo, Paul. "South Africa." In SpringerBriefs in Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5787-9_8.

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Golightly, Aubrey, and Christo P. van der Westhuizen. "South Africa." In International Perspectives on Geographical Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44717-9_9.

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Aitchison, John, and Peter Rule. "South Africa." In International Perspectives on Older Adult Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_35.

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Glennie, Jenny, and Tony Mays. "South Africa—Commentary." In SpringerBriefs in Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5787-9_9.

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Miller, Terry E., and Andrew Shahriari. "Sub-Saharan Africa: Ghana, Nigeria, Central Africa, Zimbabwe, Uganda, Senegal, South Africa." In World Music. Routledge, 2020. http://dx.doi.org/10.4324/9780367823498-10.

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Kidula, Jean Ngoya. "Music and musicking." In Music Education in Africa. Routledge, 2019. http://dx.doi.org/10.4324/9780429201592-2.

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Wassermann, Johan. "South Africa." In The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_45.

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Mattar, Nahla. "Music education in Egypt." In Music Education in Africa. Routledge, 2019. http://dx.doi.org/10.4324/9780429201592-7.

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Conference papers on the topic "Music in education – South Africa"

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Dalamba, Lindelwa. "Popular music, folk music, African music: King Kong in South Africa and London." In Situating Popular Musics, edited by Ed Montano and Carlo Nardi. International Association for the Study of Popular Music, 2012. http://dx.doi.org/10.5429/2225-0301.2011.13.

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Matshikiza, Sipokazi, and Simon Kiyingi Luggya. "IMPLEMENTATION OF MULTICULTURAL EDUCATION IN SOUTH AFRICA." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1712.

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Herselman, Marlien, and Matt Warren. "Cyber Crime Influencing Businesses in South Africa." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2838.

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This study shows that cyber crime is a recent addition to the list of crimes that can adversely affect businesses directly or indirectly. This phenomenon was not directly prosecutable in South Africa until the enactment of the ECT Act in July 2002. However this Act also prevents businesses to fully prosecute a hacker due to incompleteness. Any kind of commercially related crime can be duplicated as cyber crime. Therefore very little research appears or has been documented about cyber crime in South African companies before 2003. The motivation to do this study was that businesses often loose m

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Steyn, Eunice, Riana Steyn, and Carina De Villiers. "South Africa Micro Entrepreneurs: Mobile ICT Adoption." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2235.

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The objective of this paper was to determine the perceived barriers and motivators of mobile ICT adoption by South African micro entrepreneurs. Current research shows that mobile ICT can help ensure the success of micro enterprises. However, there are barriers and motivating factors, which influence the mobile ICT adoption rate of micro enterprises and they seem to differ between countries. Semi-structured interviews with a number of South African micro entrepreneurs were used in this study to determine the barriers and motivators relevant in a South African context. The results from this stud

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Anyango, Jecton Tocho, and Hussein Suleman. "Teaching Programming in Kenya and South Africa." In Koli Calling '18: 18th Koli Calling International Conference on Computing Education Research. ACM, 2018. http://dx.doi.org/10.1145/3279720.3279744.

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"An Investigation into the State of Environmental Education and the use of Technology in Environmental Education in Gauteng, South Africa." In Nov. 18-19, 2019 Johannesburg (South Africa). Eminent Association of Pioneers, 2019. http://dx.doi.org/10.17758/eares8.eap1119442.

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Luggya, Simon Kiyingi, Ellen Kereng Luggya, and Melikhaya Skhephe. "TEACHER MOTIVATION ON SCHOOL PERFORMANCE IN SOUTH AFRICA." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2168.

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Strydom, Kariena. "DIVERSITY CHALLENGES FOR FEMALE ACADEMICS IN SOUTH AFRICA." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0683.

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"A Multi-Disciplinary Approach for Excellence in Research and Teaching and Learning in Higher Education." In Nov. 27-28, 2017 South Africa. EARES, 2017. http://dx.doi.org/10.17758/eares.eph1117005.

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Ngcobo, Patience, and Marlien Herselman. "Evaluating ICT Provision in Selected Communities in South Africa." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3168.

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The main focus of this paper is to evaluate the provision of ICT in three rural communities in Kwa-Zulu Natal (KZN) in South Africa to determine how the needs of these communities can be addressed. Both qualitative and quantitative research methodologies were applied to address this focus. Results are compared and recommendations are presented that may best meet the needs of the rural communities.

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Reports on the topic "Music in education – South Africa"

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Unterhalter, Elaine, and Elaine Unterhalter. Looking the other way : gender and education in South Africa. University of Witwatersrand, 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii062.

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Robinson, Natasha Robinson, and Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Preparation Deployment and Support Case Study: South Africa. Mastercard Foundation, 2019. http://dx.doi.org/10.15868/socialsector.36823.

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Lam, David, Cally Ardington, Nicola Branson, and Murray Leibbrandt. Credit Constraints and the Racial Gap in Post-Secondary Education in South Africa. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w19607.

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Murray, Nancy. Developing a Language in Education Policy for Post-apartheid South Africa: A Case Study. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7218.

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Case, Anne, and Motohiro Yogo. Does School Quality Matter? Returns to Education and the Characteristics of Schools in South Africa. National Bureau of Economic Research, 1999. http://dx.doi.org/10.3386/w7399.

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Nelson, Tobey, Eka Esu-Williams, Lungile Mchunu, et al. Training youth caregivers to provide HIV education and support to orphans and vulnerable children in South Africa. Population Council, 2008. http://dx.doi.org/10.31899/hiv12.1000.

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Unterhalter, Elaine, Amy North, Jenni Karlsson, Jane Onsongo, and Herbert Makinda. Four forms of disconnection : negotiating gender, education and poverty reduction in schools in Kenya and South Africa. Unknown, 2009. http://dx.doi.org/10.35648/20.500.12413/11781/ii066.

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Unterhalter, Elaine, Jenni Karlsson, Amy North, et al. Girls, gender and intersecting inequalities in education : a reflection from case studies in South Africa and Kenya. Engendering Empowerment: Education and Equality; UNGEI, 2010. http://dx.doi.org/10.35648/20.500.12413/11781/ii069.

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Cachalia, Firoz, and Jonathan Klaaren. Digitalisation, the ‘Fourth Industrial Revolution’ and the Constitutional Law of Privacy in South Africa: Towards a public law perspective on constitutional privacy in the era of digitalisation. Digital Pathways at Oxford, 2021. http://dx.doi.org/10.35489/bsg-dp-wp_2021/04.

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In this working paper, our focus is on the constitutional debates and case law regarding the right to privacy, adopting a method that is largely theoretical. In an accompanying separate working paper, A South African Public Law Perspective on Digitalisation in the Health Sector, we employ the analysis developed here and focus on the specific case of digital technologies in the health sector. The topic and task of these papers lie at the confluence of many areas of contemporary society. To demonstrate and apply the argument of this paper, it would be possible and valuable to extend its analysis

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Cachalia, Firoz, and Jonathan Klaaren. A South African Public Law Perspective on Digitalisation in the Health Sector. Digital Pathways at Oxford, 2021. http://dx.doi.org/10.35489/bsg-dp-wp_2021/05.

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We explored some of the questions posed by digitalisation in an accompanying working paper focused on constitutional theory: Digitalisation, the ‘Fourth Industrial Revolution’ and the Constitutional Law of Privacy in South Africa. In that paper, we asked what legal resources are available in the South African legal system to respond to the risk and benefits posed by digitalisation. We argued that this question would be best answered by developing what we have termed a 'South African public law perspective'. In our view, while any particular legal system may often lag behind, the law constitute

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