Future-focussed music education: developing 21st-century competencies in a South African middle school music classroom
| dc.contributor.advisor | Lucia, Christine | en_ZA |
| dc.contributor.author | Mullins, Angela Catherine | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Arts and Social Sciences. Department of Music. | en_ZA |
| dc.date.accessioned | 2021-02-27T05:56:33Z | |
| dc.date.accessioned | 2021-04-22T10:11:50Z | |
| dc.date.available | 2022-03-03T03:00:09Z | |
| dc.date.issued | 2021-04 | |
| dc.description | Thesis (DPhil)--Stellenbosch University, 2021. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: Educators world-wide find themselves in the challenging position of educating young adolescents for a future in which exponential knowledge doubling will become a reality. Together with the medical prognosis of a much longer life span for this age group and a radical restructuring of the global economy, the implication is that today’s youth will need the skills to negotiate a much longer career of self-employment through a succession of jobs, often collaborative in nature and mostly Internet-driven. These factors have triggered a shift, worldwide, from a knowledge-based school curriculum to a competency-based curriculum. Using a constructivist and humanistic theoretical framework, this dissertation explores the impact that a competency-based music curriculum could make in the development of the 21st-century competencies that students will need to thrive in the workplace of the future. It also investigates which pedagogical methods could be most effective in developing these competencies, what types of feedback students might find most effective, how an explicit focus on 21st-century competencies can assist students in their development of these skills, and which of the competencies developed through music can be transferred into other learning areas. An extensive literature review that identified the most pertinent set of 21st-century competencies is followed by a detailed description and evaluation of a teacher-based case study I conducted in a Johannesburg private school music class consisting of 23 students aged 12-13 years. I designed a year-long class music course using L Dee Fink’s taxonomy of significant learning (2003) and collected data through rubric-based observations, student self-assessments, and focus groups. This data, collected over four research cycles and a final assessment, was collated into competency profile maps that illustrate the growth and development of the competencies. The main finding is that an explicit focus on 21st-century competencies in a music curriculum, in conjunction with the pedagogical methods of project-based learning, gamification, and blended learning, have an uneven but positive impact on students’ development of these competencies. A secondary finding is that such competency development through music can be adapted to other subjects, schools and locations. In an age of Covid-19, another significant finding is that teaching and assessment that is heavily Internet-based can be no less successful in music than in any traditional ‘academic’ subject. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Opvoeders bevind hulle wêreldwyd in die uitdagende posisie om jong adolessente op te voed vir 'n toekoms waarin eksponensiële verdubbeling van kennis 'n werklikheid sal word. Saam met die mediese prognose van 'n baie langer lewensduur vir hierdie ouderdomsgroep en 'n ingrypende herstrukturering van die wêreldekonomie, is die implikasie dat die jeug van vandag die vaardighede sal benodig om 'n veel langer loopbaan van selfwerksaamhede te onderhandel deur 'n opeenvolging van werksgeleenthede, dikwels samewerkend van aard en meestal internetgedrewe. Hierdie faktore het wêreldwyd 'n verskuiwing veroorsaak van 'n kennis-gebaseerde skoolkurrikulum na 'n vaardigheidsgebaseerde kurrikulum. Aan die hand van 'n konstruktivistiese en humanistiese teoretiese raamwerk word hierdie verhandeling ondersoek ingestel na die impak wat 'n vaardigheidsgebaseerde musiekkurrikulum kan hê in die ontwikkeling van die 21ste-eeuse vaardighede wat studente nodig het om in die werkplek van die toekoms te kan gedy. Daar word ook ondersoek ingestel na watter pedagogiese metodes die doeltreffendste kan wees om hierdie vaardighede te ontwikkel, watter tipe terugvoer studente die beste kan vind, hoe 'n eksplisiete fokus op bevoegdhede in die 21ste eeu studente kan help met die ontwikkeling van hierdie vaardighede en watter vaardighede ontwikkel word. deur musiek na ander leerareas oorgedra kan word. 'N Uitgebreide literatuurstudie wat die belangrikste stel vaardighede in die 21ste eeu geïdentifiseer het, word gevolg deur 'n gedetailleerde beskrywing en evaluering van 'n onderwysstudie-gevallestudie wat ek gedoen het in 'n Johannesburgse privaatskolemusiekklas bestaande uit 23 studente van 12-13 jaar. Ek het 'n jaarlange klasmusiekkursus ontwerp met behulp van L Dee Fink se taksonomie van betekenisvolle leer (2003) en data versamel deur middel van rubrieksgebaseerde waarnemings, studentevaluasies en fokusgroepe. Hierdie data, wat oor vier navorsingsiklusse en 'n finale assessering versamel is, is saamgevoeg in kaarte vir bekwaamheidsprofiele wat die groei en ontwikkeling van die vaardighede illustreer. Die belangrikste bevinding is dat 'n eksplisiete fokus op 21ste-eeuse vaardighede in 'n musiekkurrikulum, tesame met die pedagogiese metodes van projekgebaseerde leer, gamifikasie en gemengde leer, 'n oneweredige, maar positiewe impak op die studente se ontwikkeling van hierdie vaardighede het. 'N Sekondêre bevinding is dat sodanige vaardigheidsontwikkeling deur musiek by ander vakke, skole en plekke aangepas kan word. In 'n era van Covid-19 is 'n ander belangrike bevinding dat onderrig en assessering wat sterk op die internet gebaseer is, nie minder suksesvol kan wees in musiek as in enige tradisionele 'akademiese' vak nie. | af_ZA |
| dc.description.version | Doctoral | en_ZA |
| dc.embargo.terms | 2022-03-01 | |
| dc.format.extent | xi, 261 pages : illustrations, music | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10019.1/110269 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Music -- Instruction and study -- South Africa | en_ZA |
| dc.subject | Education -- Curricula -- Music | en_ZA |
| dc.subject | 21st century -- Musical competence | en_ZA |
| dc.subject | Musical ability | en_ZA |
| dc.subject | UCTD | en_ZA |
| dc.title | Future-focussed music education: developing 21st-century competencies in a South African middle school music classroom | en_ZA |
| dc.type | Thesis | en_ZA |