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
- Authors: Clench, Renate
- Date: 2010
- Subjects: Music -- Instruction and study -- South Africa , School music -- Instruction and study -- South africa , Music in education , Intellect
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:8507 , http://hdl.handle.net/10948/1218 , Music -- Instruction and study -- South Africa , School music -- Instruction and study -- South africa , Music in education , Intellect
- Description: 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 generic values and attitudes towards culture, it does not provide for sufficient development of subject-specific musical skills and knowledge. Instead this vital form of musical learning continues to be provided in the form of extra-curricular music programmes by those few schools who have the staff expertise and the funding to do so. Music therefore remains accessible only to the privileged few. .Although C2005 encourages and requires significant levels of integration in Learning Outcomes and Assessment Standards within and across Learning Areas, this is currently one of the least successful aspects of its implementation. This lack of success, it is argued, is in part the result of severe limitations in the training of teachers and the availability of necessary resources in schools, and in part the result of the curriculum’s own limited interpretation of integration. Psychologist Dr Howard Gardner’s Theory of Multiple Intelligences is a holistic approach to education that stresses, amongst other things, that Musical Intelligence is one of eight vital forms of intelligence that should be accessible to all children. It is argued that educational approaches based on Gardner’s Multiple Intelligences Theory provide some insights into the integration of Musical Intelligence with other forms of learning that may usefully be applied in C2005.
- Full Text:
- Date Issued: 2010
- Authors: Clench, Renate
- Date: 2010
- Subjects: Music -- Instruction and study -- South Africa , School music -- Instruction and study -- South africa , Music in education , Intellect
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:8507 , http://hdl.handle.net/10948/1218 , Music -- Instruction and study -- South Africa , School music -- Instruction and study -- South africa , Music in education , Intellect
- Description: 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 generic values and attitudes towards culture, it does not provide for sufficient development of subject-specific musical skills and knowledge. Instead this vital form of musical learning continues to be provided in the form of extra-curricular music programmes by those few schools who have the staff expertise and the funding to do so. Music therefore remains accessible only to the privileged few. .Although C2005 encourages and requires significant levels of integration in Learning Outcomes and Assessment Standards within and across Learning Areas, this is currently one of the least successful aspects of its implementation. This lack of success, it is argued, is in part the result of severe limitations in the training of teachers and the availability of necessary resources in schools, and in part the result of the curriculum’s own limited interpretation of integration. Psychologist Dr Howard Gardner’s Theory of Multiple Intelligences is a holistic approach to education that stresses, amongst other things, that Musical Intelligence is one of eight vital forms of intelligence that should be accessible to all children. It is argued that educational approaches based on Gardner’s Multiple Intelligences Theory provide some insights into the integration of Musical Intelligence with other forms of learning that may usefully be applied in C2005.
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- Date Issued: 2010
The training of the non-specialist music teacher in Zimbabwe : a case study
- Authors: Mufute, Josphat
- Date: 2007
- Subjects: Music teachers -- tTraining of -- Zimbabwe , Music -- Instruction and study -- Zimbabwe , School music -- Instruction and study -- Zimbabwe , Music in education
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:9552 , http://hdl.handle.net/10948/565 , Music teachers -- tTraining of -- Zimbabwe , Music -- Instruction and study -- Zimbabwe , School music -- Instruction and study -- Zimbabwe , Music in education
- Description: The focus of this study thus was to establish if the training of teachers at a particular teachers’ training college in Zimbabwe is equipping students as future teachers with the required competences to realise the aims and objectives of the Zimbabwe Primary Music Syllabus. This study follows on the above-mentioned initial small-scale investigation conducted in 2002, which revealed that teachers lacked the required competences to implement this particular syllabus effectively (Mufute, 2002:16).
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- Date Issued: 2007
- Authors: Mufute, Josphat
- Date: 2007
- Subjects: Music teachers -- tTraining of -- Zimbabwe , Music -- Instruction and study -- Zimbabwe , School music -- Instruction and study -- Zimbabwe , Music in education
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:9552 , http://hdl.handle.net/10948/565 , Music teachers -- tTraining of -- Zimbabwe , Music -- Instruction and study -- Zimbabwe , School music -- Instruction and study -- Zimbabwe , Music in education
- Description: The focus of this study thus was to establish if the training of teachers at a particular teachers’ training college in Zimbabwe is equipping students as future teachers with the required competences to realise the aims and objectives of the Zimbabwe Primary Music Syllabus. This study follows on the above-mentioned initial small-scale investigation conducted in 2002, which revealed that teachers lacked the required competences to implement this particular syllabus effectively (Mufute, 2002:16).
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- Date Issued: 2007
A remote interactive music keyboard tuition system
- Authors: Newton, Mark Brian
- Date: 2005
- Subjects: Computer-assisted instruction , Keyboard instrument music -- Instruction and study , Music -- Computer assisted instruction , Music in education
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4603 , http://hdl.handle.net/10962/d1004860 , Computer-assisted instruction , Keyboard instrument music -- Instruction and study , Music -- Computer assisted instruction , Music in education
- Description: A networked multimedia system to assist teaching music keyboard skills to a class is described. Teaching practical music lessons requires a large amount of interaction between the teacher and student and is thus teacher intensive. Although there is a range of computer software available for learning how to play the keyboard, these programs cannot replace the guidance of a music teacher. The possibility of combining the music applications with video conferencing technology for use in a keyboard class is discussed. An ideal system is described that incorporates the benefits of video conferencing and music applications for use in a classroom. A design of the ideal system is described and implemented. Certain design and implementation decisions are explained and the performance of the implementation examined. The system would enable a music teacher to effectively teach a music class keyboard skills.
- Full Text:
- Date Issued: 2005
- Authors: Newton, Mark Brian
- Date: 2005
- Subjects: Computer-assisted instruction , Keyboard instrument music -- Instruction and study , Music -- Computer assisted instruction , Music in education
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4603 , http://hdl.handle.net/10962/d1004860 , Computer-assisted instruction , Keyboard instrument music -- Instruction and study , Music -- Computer assisted instruction , Music in education
- Description: A networked multimedia system to assist teaching music keyboard skills to a class is described. Teaching practical music lessons requires a large amount of interaction between the teacher and student and is thus teacher intensive. Although there is a range of computer software available for learning how to play the keyboard, these programs cannot replace the guidance of a music teacher. The possibility of combining the music applications with video conferencing technology for use in a keyboard class is discussed. An ideal system is described that incorporates the benefits of video conferencing and music applications for use in a classroom. A design of the ideal system is described and implemented. Certain design and implementation decisions are explained and the performance of the implementation examined. The system would enable a music teacher to effectively teach a music class keyboard skills.
- Full Text:
- Date Issued: 2005
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