’n Ondersoek na die benadering tot musiekonderrig in die Senior Fase binne-in verskillende sosio-ekonomiese kontekste in Suid-Afrika

Goldstone, Christine Berdine (2016-03)

Thesis (MA)--Stellenbosch University, 2015.

Thesis

ENGLISH ABSTRACT: In 2012 the Department of Basic Education replaced Outcomes Based Education with the Curriculum and Assessment Policy Statement. In this policy statement the subject Arts and Culture was replaced with Creative Arts and schools could choose a combination of two art forms to teach at their school. In each of these art forms certain minimum requirements can be found to teach the subjects and this study focuses on Music in Creative Arts. The question arose on how schools from different socio-economic statuses teach Music. Since schools come from different socio-economic statuses, schools are placed in different school quintiles. The Department of Basic Education supplies all schools with financial aid, but the amount of financial aid depends on the quintile in which the school is placed. Schools from quintiles 1 to 3 are classified as no fee schools and they receive more funding from the Department. This funding must be used to pay all the schools’ expenses. The question is, how much will these schools be able to use towards teaching Music, seeing that the curriculum sets certain requirements and suggests resources that must be used to teach Music in Creative Arts? To answer this question the researcher had to undertake a thorough literature study to explain the circumstances that different quintile schools find themselves in. This was conducted to give a better understanding and background of the environment and circumstances different quintile schools have. Four schools from Paarl, from different quintiles, were chosen as case studies. This study uses qualitative research, and observation and interviews are used to obtain the necessary information from the schools. Most of the students reside in the surrounding areas around the school. Because the schools are from high or low socio-economic environments the learners’ physical surroundings will have an influence on their psychological, emotional and cognitive development. The different schools were compared with one another according to their available resources in Music, the environment around the school, the teachers’ opinions about Music in Creative Arts, the possible opportunities and problems that the teachers may experience, and the learners. Although some of the aspects that are explained and compared are seen as self-explanatory, and although some scholars are under the impression that aspects referred to are general knowledge, the researcher wanted to prove that not all schools in South Africa can offer their learners the necessary support.

AFRIKAANSE OPSOMMING: In 2012 het die Department van Basiese Onderwys uitkomsgebaseerde onderwys met die Kurrikulum en Assesseringsbeleidsverklaring vervang. In hierdie beleidsverklaring het die vak Kuns en Kultuur verander na Skeppende Kunste en skole kan kies watter kombinasie van twee van die kunsvorme by hulle skool aangebied word. Daar word minimum vereistes vir die aanbieding vir elkeen van die kunsvorme gestel en hierdie studie fokus op die vak, Musiek in Skeppende Kunste. Die vraag het ontstaan hoe skole met verskillende sosio-ekonomiese statusse Musiek aanbied. Omdat die skole uit verskillende sosio-ekonomiese statusse afkomstig is, word hulle in verskillende skoolkwintiele aangetref. Die Department van Basiese Onderwys verskaf aan alle skole finansiële steun, maar die hoeveelheid finansiële steun hang af in watter kwintiel die skool aangetref word. Kwintiel 1- tot kwintiel 3-skole word geklassifiseer as geenskoolfondsskole en hulle ontvang meer steun vanaf die Departement. Hierdie geld moet gebruik word om alle uitgawes by die skool te betaal, en die vraag ontstaan hoeveel hierdie skole wel sal kan toestaan om Musiek aan te bied, aangesien die kurrikulum verskeie vereistes stel en hulpbronne voorstel van hom om Musiek in Skeppende Kunste aan te bied. Om hierdie vraag te beantwoord is deeglike literatuurstudie gedoen om die omstandighede waarin verskillende kwintielskole hulself bevind, te beskryf om sodoende beter agtergrond van die omgewing en omstandighede van verskillende kwintielskole te kry. Vier skole in die Paarl-omgewing, uit verskillende kwintiele, is as gevallestudie gebruik. Die studie maak gebruik van kwalitatiewe navorsing, en waarneming en onderhoude is as metodes gebruik om die nodige inligting by die skole te bekom. Die meeste van die leerders is afkomstig uit die omgewing rondom die skool en, omdat die skole uit lae of hoë sosio-ekonomiese omgewing afkomstig is, het die leerders se fisiese omgewing invloed op hul psigiese, emosionele en kognitiewe ontwikkeling. Die skole is met mekaar vergelyk met betrekking tot nodige hulpbronne wat beskikbaar is vir Musiek én in die algemeen, die omgewing rondom die skool, die onderwysers se menings oor Musiek in Skeppende Kunste, die geleenthede en probleme wat die onderwysers in Musiek ervaar, en die omstandighede van die leerders. Alhoewel baie van die aspekte wat beskryf en vergelyk word as vanselfsprekend aanvaar word en daar geleerdes is wat onder die indruk verkeer dat sommige van die aspekte waarna verwys word, algemene inligting is, wou die navorser bewys dat sommige van ons land se skole nie in staat is om aan hulle leerders die nodige ondersteuning te bied nie.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/98869
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