Die sosiale impak van groepsklavieronderrig op die leerders van die d-Piano Lab.

Coetzer, Johannes Stephanus (2019-04)

Thesis (MMus)--Stellenbosch University, 2019.

Thesis

ENGLISH ABSTRACT: The d-Piano Lab (d-PL) came into being in 2010 as the result of a pilot project where keyboards were used experimentally to determine the viability of group piano tuition in a digital piano laboratory. The d-PL is a music literacy program that offers learners from the Stellenbosch community the opportunity to develop musical skills and knowledge through group piano tuition in a digital piano laboratory. The purpose of this study was to determine the social impact that the d-PL has on the specific community. The main question was partially addressed through a literature review of the impact of music education to determine the social impact of this single unit case study. The following methods were used to collect data: analysis of records since the inception of the project, interviews with the founder, participant observation, and questionnaires completed by the learners. The researcher presented and transcribed the piano lessons through participatory observations. In conjunction herewith, interviews with the founder of the project determined the project’s blueprint. The transcripts of learners’ written comments, interviews, lessons and archival data were coded according to Onyx’s theoretical framework model to determine the social impact of an organisation. The quantative data from the questionnaire were used to determine the social impact of the d-PL to affirm the outcome of the qualitative data. The results clearly show that the d-PL programme fulfils all seven propositions of the Onyx model and confirms the significant positive social impact it has on the Stellenbosch community. The researchers’ participatory observations and interviews states some challenges within the program that could be attended to in future. It was found that the learners of this program are not merely exposed to a tuition that developed piano skills but cultivated them intrinsically in order to become artistic citizens with noble hearts, enabling the learners to understand the music they learn which leads to lifelong musical enjoyment.

AFRIKAANSE OPSOMMING: Die d-Piano Lab (d-PL) het in 2010 ontstaan uit ʼn loodsprojek waar met klawerborde geëksperimenteer is om die lewensvatbaarheid van groepsklavieronderrig in ʼn digitale klavierlaboratorium te bepaal. Die d-PL is ʼn musiekgeletterdheidsprogram wat aan leerders uit die Stellenbosch-gemeenskap die geleentheid bied om hul musiekvaardighede en kennis deur klavieronderrig in ʼn digitale klavierlaboratorium te ontwikkel. Die doel van hierdie studie was om die sosiale impak te bepaal wat die d-PL op die spesifieke sosiale groepering teweegbring. Die hoofvraag is gedeeltelik deur ʼn literatuuroorsig van impak van musiekonderrig ondersoek om die sosiale impak van die gevallestudie te bepaal. Die volgende data-insamelingsmetodes is gevolg: analise van argiefmateriaal vanaf die ontstaan van die program, verskeie onderhoude met die stigter, deelnemende waarnemings en vraelyste wat deur betrokke leerders ingevul is. Die navorser het hoofsaaklik deur deelnemende waarnemings die klavierlesse waargeneem, self aangebied en getranskribeer. Daar was onderhoude met die stigter en belangrike rolspelers in die program gevoer om die uiteensetting daarvan te bepaal. Die transkripsies van leerders se geskrewe kommentaar, onderhoude en lesse is volgens die Onyx-model se teoretiese raamwerk vir sosiale impak gekodeer. Kwantitatiewe data uit die vraelyste word gebruik om die sosiale impak van die d-PL te beskryf en die uitkomste van die kwalitatiewe data te bevestig. Die resultate toon duidelik aan dat die d-PL program aan al sewe proposisies van die Onyx-model voldoen en gevolglik ʼn beduidende positiewe sosiale impak op die Stellenbosch-gemeenskap teweegbring. Die deelnemende waarnemings en onderhoude deur die stigter wys op spesifieke uitdagings van die program. Daar word bevind dat die leerders van hierdie program nie net baat by die klavieronderrig nie, maar dat hulle burgerskapwaardes en intrinsieke menswees deur musiekonderrig gekweek word ten einde artistieke burgers van hulle te maak. Dit stel hul in staat om die musiek wat hulle aanleer te verstaan om sodoende lewenslange musikale genot daaruit te put.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/105851
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