Browsing by Author "Coetzee, Elthea"

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    Adolescents’ experiences of drumming as an activity to support their learning
    (Stellenbosch : Stellenbosch University, 2016-03) Coetzee, Elthea; Perold, M.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology
    ENGLISH ABSTRACT : In young people who struggle with stress-related experiences that accompany academic evaluations and performance, reproducing music, for instance through drumming, can play a role in experiences of success, and thus contribute to a sense of self-efficacy. The stronger the perceived sense of self-efficacy, the higher the goal challenges individuals set for themselves, and the firmer their commitment to these. The aim of the research was to investigate the potential of djembe drumming to function as a learning support strategy, in the lives of adolescents. In order to do this research, the researcher made use of a qualitative research design that was embedded within the interpretive paradigm. A grade nine class was informed of the research, and invited to volunteer. Fourteen participants volunteered to participate in the study. The participants in this study were adolescents between the ages of 15 and 17 years, and mixed in terms of gender and ethnicity. The primary method of data collection was observations and an inductive process of qualitative thematic analysis was used to analyse the data. The results revealed positive responses in terms of adolescents’ experiences of drumming as a facilitator of learning support. The study revealed that participants demonstrated a comprehension of their own learning processes. Their experiences further illustrated their own awareness of having to concentrate and focus in order to participate successfully in the drumming group. Participants linked the drumming activity, to self-developed learning strategies, which they started implementing, such as studying with rhythm, and strengthening their memorizing abilities by connecting facts together in a story-form. These strategies imply the development of meta-cognition in the participants. The findings of this study can be used effectively in developing a therapeutic tool for inclusion in schools. Similar drumming programmes can be of a high value in the South African Education system, where serious imbalances in educational levels necessitate a need for tools that can be used in promoting and encouraging an inclusive education system.
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    Creative group music teaching and the principles of Gestalt play therapy in the foundation phase in South African education
    (Stellenbosch : University of Stellenbosch, 2010-12) Coetzee, Elthea; Van Niekerk, Caroline; Grove, Izak; University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Music.
    ENGLISH ABSTRACT: Music teaching in groups is an important aspect of the development of the child in Foundation Phase teaching. Early childhood has been described as the most critical period in the child’s musical development. With the introduction of Outcomes based Education in South Africa, the curriculum regarding the presentation of music classes has changed. Similarities between music group classes and Gestalt Play Therapy were investigated, with the aim of incorporating concepts of Gestalt Play Therapy into music group classes. Legislation was studied in order to determine the expectations of the South African government, and specifically the education departments, relating to music teaching. In the present curriculum, the weight allocation for music in the Foundation Phase was significantly reduced from what it was previously. Teachers must structure their own music programme into their curriculum. Investigation into the presentation of creative music group classes, with the incorporation of the principles of Gestalt Play Therapy, was undertaken in this research study. Gestalt Play Therapy is a holistic approach that combines the principles of Gestalt theory with Play Therapy. Research was undertaken to investigate whether specific stages in Gestalt Play Therapy could be successfully combined with music group classes. This research emphasizes that the developmental stages of the child, specifically physical, neurological, cognitive and language development, should be taken into account when presenting lessons, and that children may be guided towards a higher level of integration and balance in themselves. Research into OBE principles suggests that the way forward could be a continuation of the OBE model, but with certain amendments. An inductive study of practical observation and presentation of creative group classes was undertaken. It was found that most teachers were not adequately qualified to present music classes, and creativity was not satisfactorily addressed in their lessons.