Adolescents’ experiences of drumming as an activity to support their learning
| dc.contributor.advisor | Perold, M. | en_ZA |
| dc.contributor.author | Coetzee, Elthea | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. of Educational Psychology | en_ZA |
| dc.date.accessioned | 2016-03-09T14:36:51Z | |
| dc.date.available | 2016-03-09T14:36:51Z | |
| dc.date.issued | 2016-03 | |
| dc.description | Thesis (MEdPsych) --Stellenbosch University, 2016 | en_ZA |
| dc.description.abstract | 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. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING : In jongmense wat probleme ondervind met angs verwante ervarings, wat verband hou met akademiese evaluering en prestasie, kan musikale ervaringe, byvoorbeeld deelname aan dromgroepe, ‘n rol speel in die ervaring van sukses, en verder bydra tot die ontwikkeling van ‘n selfwaarde ook genoem self-werksaamheid, verbind aan ‘n oortuiging in eie akademiese prestasie. Hoe sterker die oortuiging in eie akademiese prestasie vermoë is, hoe hoër is die mikpunte wat individue aan hulleself stel, en hoe sterker is hulle onderneming aan hierdie mikpunte. Die doel van hierdie navorsing was om die potensiaal van djembe dromgroepe as ‘n leerondersteuningsstrategie, te ondersoek in die lewens van adolesente. Hierdie navorsing het gebruik gemaak van ‘n kwalitatiewe ondersoekmetodologie, vasgelê binne ‘n interpretatiewe paradigma. ‘n Graad nege klas is ingelig oor die navorsing, en uitgenooi om daaraan deel te neem. Veertien deelnemers het vrywillig aangebied om aan die navorsing deel te neem. Die deelnemers in hierdie studie was adolesente tussen 15 en 17 jaar, en gevarieerd met betrekking tot geslag en etnisiteit. Die primêre metode van data insameling was observasies, en ‘n induktiewe proses van kwalitatiewe tematiese analise was gebruik om die data te analiseer. Die resultate het ‘n positiewe uitslag aangedui ten opsigte van deelnemers se ondervindinge van dromgroepe as ‘n fasilitasie van leerondersteuning. Die studie het aangedui dat deelnemers ‘n insig in hul eie leerproses gedemonstreer het. Hulle belewenisse het verder aangetoon dat daar ‘n gewaarwording ontstaan het dat konsentrasie en fokus sentraal gestaan het tot suksesvolle deelname aan die dromgroep. Deelnemers het die dromaktiwiteit gekoppel aan self-ontwikkelde leerstrategieë; wat hulle begin toepas het. Voorbeelde hiervan is, om met ‘n ritme te studeer, en om hulle memoriseringsvaardighede te versterk deur feite aanmekaar te heg, in ‘n verhaal. Hierdie strategieë impliseer die ontwikkeling van meta-kognitiewe vaardighede in die deelnemers. Die bevindinge van hierdie studie kan suksesvol bydra tot die ontwikkeling van ‘n terapeutiese instrument vir inklusiwiteit wat in skole aangewend kan word. Soortgelyke dromgroep programme kan van hoë waarde in die Suid-Afrikaanse onderwysstelsel wees, waar ernstige ongelykhede ten opsigte van onderwysvlakke ‘n ernstige behoefte skep vir instrumente wat gebruik kan word in die bevordering en ontwikkeling van ‘n inklusiewe onderwysstelsel. | af_ZA |
| dc.format.extent | xiv, 226 pages : illustrations (mainly colour) | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10019.1/98584 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Djembe drumming | en_ZA |
| dc.subject | Music therapy for teenagers -- South Africa -- Western Cape | en_ZA |
| dc.subject | Teaching and learning strategies | en_ZA |
| dc.subject | Drum music -- Therapy | en_ZA |
| dc.subject | UCTD | en_ZA |
| dc.title | Adolescents’ experiences of drumming as an activity to support their learning | en_ZA |
| dc.type | Thesis | en_ZA |