Creative group music teaching and the principles of Gestalt play therapy in the foundation phase in South African education
| dc.contributor.advisor | Van Niekerk, Caroline | en_ZA |
| dc.contributor.advisor | Grove, Izak | en_ZA |
| dc.contributor.author | Coetzee, Elthea | en_ZA |
| dc.contributor.other | University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Music. | |
| dc.date.accessioned | 2010-11-24T12:20:55Z | |
| dc.date.accessioned | 2010-12-15T10:30:18Z | |
| dc.date.available | 2010-11-24T12:20:55Z | |
| dc.date.available | 2010-12-15T10:30:18Z | |
| dc.date.issued | 2010-12 | |
| dc.description | Thesis (MMus (Music))--University of Stellenbosch, 2010. | |
| dc.description.abstract | 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. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Musiekonderrig in groepe is ‘n belangrike aspek rakende die ontwikkeling van die kind in Grondslagfase onderrig. Vroeë kinderjare word beskryf as die mees kritieke periode in die kind se musikale ontwikkeling. Met die inwerkingstelling van Uitkomsgebaseerde onderrig in Suid-Afrika, het die kurrikulum aangaande die aanbieding van musiekklasse verander. Ooreenkomste tussen musiekonderrig in groepe en Gestalt Spelterapie is ondersoek, met die doel om konsepte van Gestalt Spelterapie in musiekonderrig in groepe te inkorporeer. Wetgewing is bestudeer om die verwagtinge, aangaande musiekonderrig, van die Suid Afrikaanse regering, en spesifiek die onderwysdepartemente, te bepaal. Binne die huidige kurrikulum is die gewig toegeken aan musiek, binne die Grondslagfase, aansienlik verminder van voorheen. Onderwysers moet self hul musiekprogramme binne hulle kurrikulum struktureer. ‘n Ondersoek is geloods om die aanbieding van kreatiewe musiekonderrig in groepe te kombineer met die beginsels van Gestalt Spelterapie. Gestalt Spelterapie is ‘n holistiese benadering wat die beginsels van Gestalt teorie kombineer met Spelterapie. Navorsing is gedoen om te bepaal of spesifieke stadia in Gestalt Spelterapie suksesvol gekombineer kan word met musiekonderrig in groepe. Hierdie navorsing benadruk dat die ontwikkelingsstadia van die kind, spesifiek fisiologies, neurologies, kognitief en taalontwikkeling, in ag geneem moet word wanneer lesse aangebied word, en dat kinders hierdeur gelei kan word na ‘n hoër vlak van innerlike integrasie en balans. v Navorsing gedoen betreffende die beginsels van Uitkomsgebaseerde onderrig is aanduidend dat hierdie onderrigmodel wel voortgesit sou kon word, maar met bepaalde aanpassings. ‘n Induktiewe studie van praktiese waarneming sowel as aanbieding van kreatiewe groepsklasse is onderneem. Daar is bevind dat die meeste onderwysers nie voldoende gekwalifiseerd is om musiekklasse aan te bied nie, en kreatiwiteit is ook nie bevredigend in hulle lesse aangespreek nie. | af_ZA |
| dc.format.extent | 139 leaves | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/5290 | |
| dc.language.iso | en | |
| dc.publisher | Stellenbosch : University of Stellenbosch | |
| dc.rights.holder | University of Stellenbosch | |
| dc.subject | Creative music | en_ZA |
| dc.subject | Music | en_ZA |
| dc.subject | Gestalt play therapy | en_ZA |
| dc.subject | Education | en_ZA |
| dc.subject | Dissertations -- Music | en_ZA |
| dc.subject | Theses -- Music | en_ZA |
| dc.title | Creative group music teaching and the principles of Gestalt play therapy in the foundation phase in South African education | en_ZA |
| dc.type | Thesis |