A LITERATURE REVIEW OF MUSIC IN THE LEARNING AREA ARTS AND CULTURE

Get Complete Project Material File(s) Now! »

INTRODUCTION

This thesis is the documentation of an empirical study using quantitative methods to identify variables that are impacting on the delivery of Music in the learning area Arts and Culture in South Africa extrapolated from surveys, interviews and questionnaires.

Rationale of the research

The restructuring of South African education has been part of a larger – and still unfinished – post-apartheid process of creating a democratic society. The realisation of the restructuring has been fostered in Curriculum 2005 (C2005) (South Africa 1997a), which is an attempt to align what happens in schools with both the demands of the global workplace as well as the social and political aspirations of the new South Africa. In the words of Taylor (1997), C2005 aims to:
• develop citizens who are active and creative, inventors and problem solvers, rather than meek and unthinking followers; and
• inculcate an appreciation for diversity in the areas of race, culture and gender (1997:1).

Defining core concepts and terminology

It is necessary to define the core concepts and terminology of this research in order to facilitate as wide an understanding of the issues as possible. The explanation of core concepts and terms in the present context is systematically presented and aligned to the logical progression of the thesis. Music and Music Education are defined within the context of the learning area Arts and Culture. The South African education system is then explored, after which Music is defined from an African
perspective and then in relation to international viewpoints.

Background to the research

During the years since the democratic elections in 1994 there has been a profound restructuring of the South African education system. The process of moving away from the apartheid education model has produced a very different structure for the schooling system at all levels, from the National Department of Education (DoE) to Provincial Departments of Education to the Districts contained in the Provincial Departments of Education to individual schools.

Acknowledgements
1 INTRODUCTION
1.1 Rationale of the research
1.2 Defining core concepts and terminology
1.3 Background to the research
1.3.1 Overview of the learning area Arts and Culture
1.3.2 Origin of the research
1.4 Outlining the research question
1.4.1 Research problem
1.4.2 Research question
1.5 Aim of the research
1.6 Research design and methodology
1.7 Geographical demarcation of the research
1.8 Limitations and strengths of the research
1.9 Organisation of thesis
2 A LITERATURE REVIEW OF MUSIC IN THE LEARNING AREA ARTS AND CULTURE
2.1 Introduction
2.2 Historical background
2.2.1 The governance of education prior to 1994
2.2.2 The position under democratic governance
2.3 Government policies
2.4 Curriculum 2005 and school governance
2.5 Arts and Culture
2.5.1 International viewpoints
2.5.1.1 Australia
2.5.1.2 Botswana
2.5.1.3 Canada
2.5.1.4 Malawi
2.5.1.5 Namibia
2.5.1.6 New Zealand
2.5.1.7 United Kingdom
2.5.1.8 United States of America
2.5.1.9 Analysis of findings
2.5.2 African perspective
2.6 Music in the learning area Arts and Culture
2.7 Identifying variables impacting on curriculum delivery
2.8 Conceptual framework of this research
2.9 Summary
3 RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
3.2 Principles of research design and methodology
3.3 Defining the research question
3.3.1 Paradigm
3.3.2 Purpose
3.3.3 Techniques
3.3.4 Context
3.4 Data collection plan
3.5 Issues of measurement (validity and reliability)
3.6 Sample design and sampling methods
3.7 Data collection methods and fieldwork practice
3.8 Data capturing and data editing
3.9 Data analysis
3.10 Shortcomings and sources of error
3.11 Summary
4 PRESENTATION AND DISCUSSION OF PILOT SURVEYS AND STUDIES
4.1 Introduction
4.2 Presentation and discussion of pilot surveys and studies
4.2.1 Stage One: Johannesburg North
4.2.1.1 Formal training in one or more of the art disciplines
4.2.1.2 Rating of level of implementation
4.2.1.3 Correlation between level of implementation and formal training and budget allocation
4.2.1.4 Response to suggested recommendations
4.2.1.5 Focus learning or selected learning
4.2.2 Stage Two: Music Action Team (MAT) Cells in Africa
4.2.2.1 Description of a MAT cell
4.2.2.2 Findings of MAT cells
4.2.3 Stage Three: Tshwane South
4.2.3.1 Formal training in one or more of the art disciplines
4.2.3.2 Rating of level of implementation
4.2.3.3 Correlation between level of implementation and formal training and budget allocation
4.2.3.4 Focus learning or selected learning
4.3 Discussion of results
4.4 Survey refinement
4.5 Summary
5 PRESENTATION AND ANALYSIS OF EMPIRICAL DATA
5.1 Introduction
5.2 Sample profile
5.2.1 Educators
5.2.2 Principals
5.2.3 Learners
5.3 Analysis of empirical data
5.3.1 Presentation of descriptive analysis
5.3.1.1 Research sub-question (a)
5.3.1.2 Summary of research sub-question (a)
5.3.1.3 Research sub-question (b)
5.3.1.4 Summary of research sub-question (b)
5.3.1.5 Research sub-question (c)
5.3.1.6 Summary of research sub-question (c)
5.3.2 Presentation of statistical inferences
5.3.3 Summary of results
5.3.4 Concluding remarks
6 CONCLUSIONS AND RECOMMENDATIONS
6.1 Summary of salient points
6.2 Interpretation of results
6.2.1 Main research question
6.2.2 Research sub-question (a)
6.2.3 Research sub-question (b)
6.2.4 Research sub-question (c)
6.3 Limitations
6.4 Recommendations
6.4.1 Research sub-question (a)
6.4.2 Research sub-question (b)
6.4.3 Research sub-question (c)
6.5 Conclusion
Bibliography