BACKGROUND INFORMATION TO MUSIC EDUCATION IN ENGLAND, THE UNITED STATES OF AMERICA AND SOUTH AFRICA

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INTRODUCTION

The author of this thesis is a member of a group of 18 music educators, registered for Master’s and Doctoral degrees, who have accepted the challenge of totally reconceptualising all facets of music education in South Africa, based on research, to develop a newly conceived music education sector for the country. This will include co-ordinated unit standards (nationally registered statements of desired education and training outcomes and their associated performance criteria) at all levels of education.

NEED FOR THE RESEARCH

Twenty-first century education, training and learning in South Africa need a fresh approach to build the country into an international role-player through effective learning and enhancement of a culture of creative thinking and lifelong learning. The aim of this thesis is to provide understandable, practical and workable unit standards in Music to help attain this.

BACKGROUND TO THIS RESEARCH

As a background to this research, the MEUSSA team viewed the current situation of music education in South Africa, and other countries, before formulating unit standards to give new dimensions to a new outcomes-based music curriculum.

General background

In 1994 the international community witnessed the birth of a new democracy and welcomed the new South Africa as the most recent member of its global village. In accepting that honour, this country took on the associated challenges of that position.

ABSTRACT
ACKNOWLEDGEMENTS
CHAPTER 1: INTRODUCTION
1.1 Motivation for the study
1.2 Need for the research
1.3 Need for the research
1.3.1 General background
1.3.2 Outcomes-based education (OBE)
1.3.3 National perspectives
1.3.4 International perspectives
1.4 Research Questions
1.5 Aim of the research
1.6 Research Methodology
1.7 Value of the research
1.8 Delimitations of this study
1.9 Thesis outline
1.10 Notes to the reader
CHAPTER 2: BACKGROUND INFORMATION TO MUSIC EDUCATION IN ENGLAND, THE UNITED STATES OF AMERICA AND SOUTH AFRICA
2.1 Introduction
2.2 Music education In England
2.2.1 The structure of England’s National Curriculum
2.2.2 Key Stages 1-3
2.2.2.1 Outcomes for Key Stages 1-3
2.2.2.2 Breadth of study for Key Stages 1-3
2.2.2.3 Attainment targets for Key Stages 1-3
2.2.3 Oxford, Cambridge and RSA Examinations (OCR) in Music
2.2.3.1 Marking criteria for internally assessed work
2.2.3.2 Moderation
2.3 Music education in the United States of America
2.3.1 Standards in the United States of America
2.3.1.1 Pre-Kindergarten Standards
2.3.1.2 Grades K-4 Standards
2.3.1.3 Grades 5-8 Standards
2.3.1.4 Grades 9-12 Standards
2.3.2 Attainment Targets
2.4 Can the Music standards of England and the United States be applied to South Africa’s unit standards for music?
2.5 Status quo Music education in South Africa’s Secondary Schools
2.6 Music in South Africa’s outcomes-based education for Culture and Arts, Grades 7-9
2.7 The new paradigm versus the old paradigm in South Africa’s Education
2.8 Summary
CHAPTER 3: PROPOSAL FOR A GENERAL MUSIC APPRAISAL PROGRAMME FOR NQF LEVELS 2-4, GRADES 10-12, WITH THE OPTION TO SPECIALISE
3.1 Introduction
3.2 Proposed General Music Appraisal Programme for NQF
levels 2-4
3.2.1 Structure of the GMAP, NQF levels 2-4 (Grades 10-12)
3.2.2 Structure of the electives for the GMAP, NQF levels 2-4
3.3 Aims of the General Music Appraisal Programme for groups
3.4 Assessment criteria
3.5 Unit standards for the GMAP at NQF levels 2-4
3.5.1 Unit standard: Listening
3.5.2 Unit standard: Notation
3.6 Summary
CHAPTER 4: GROUP/ENSEMBLE IN A GENERAL MUSIC APPRAISAL PROGRAMME
4.1 Introduction
4.2 Purpose of Ensemble as foundation in the GMAP
4.3 The role of Group/Ensemble in the GMAP
4.4 Sound resources
4.4.1 The keyboard
4.4.2 Acoust ic instruments
4.4.3 Voice
4.4.4 Computers
4.5 Assessing Group/Ensemble in the GMAP
4.6 Implementation of Group/Ensemble in the MEUSSA model
4.6.1 Option 1: Folk music
4.6.2 Option 2: Cla’ssical music of India
4.7 Lesson concerning Classical Indian music
4.7.1 Example lesson
4.7.2 Mapping of the lesson according to the MEUSSA mode
4.8 Case studies by the author, integrating Group/Ensemble in the
GMAP
4.8.1 Case study no. 1
4.8.1.1 Methodology
4.8.1.2 Good features of the lesson
4.8.1.3 Problems to be solved
4.8.2 Case study no. 2
4.8.2.1 Task
4.8.2.2 Mapping of the lesson according to the
MEUSSA model
4.8.2.3 Resources
4.8.2.4 Methodology
4.8.2.5 Music used by the facilitator
4.8.2.6 Good features of the lesson
4.8.2.7 Problems to be solved
4.8.3 Case study no. 3
4.8.3.1 Good features of the lesson
4.8.3.2 Problems to be solved
4.8.4 Case study no. 4
4.8.4.1 Task
4.8.4.2 Mapping of the lesson according to the
MEUSSA model
4.8.4.3 Methodology
4.8.4.4 Good features of the lesson
4.8.4.5 Problems to be solved
4.8.5 The author’s observation
4.9 Summary
CHAPTERS 5: GROUP/ENSEMBLE SPECIALISATION IN A GENERAL MUSIC APPRAISAL PROGRAMME
5.1 Introduction
5.2 Background study of the author’s interest in Ensembles for available instruments
5.3 Approach to Ensemble as specialisation
5.4 Ensemble Specialisation Programme (ESP) as an elective for NQF levels 2-4
5.5 Mapping the Ensemble Specialisation Programme (ESP) for available instruments
5.6 How to assess the Ensemble Specialisation Programme for available instruments
5.7 Unit standards for the Ensemble Specialisation Programme, NQF levels 2-4
5.7.1 Conceptual ising
5.7.2 Contextualising
5.7.3 Notating/creating/composing
5.7.4 Improvising
5.7.5 Arranging
5.7.6 Performing/Ensemble
5.7.7 Technology
Proposed Ensemble SpeCialisation Programme (ESP) ,
NQF levels 2-4 (Grades 10-12)
5.8.1 About the course
5.8.2 About the projects
5.8.3 Resources
5.8.4 Assessment and record keeping
5.8.4.1 Record sheets
5.8.4.2 Leamer record sheet
5.84.3 Ensemble specialisation class record
5.8.4.4 Group activity record sheet
5.9 Proposed projects for the Ensemble Specialisation Programme
(ESP), NQF levels 2-4 (Grades 10-12)
5.9.1 Project 1: Improvisation: Pentatonic scale
5.9.1.1 What are the outcomes for this project?
5.9.1.2 How will leaming be assessed?
5.9.1.3 Proposed lesson procedure
5.9.2 Project 2: Improvisation: Primary triads
5.9.2.1 What are the outcomes for this project?
5.9.2.2 How will leaming be assessed?
5.9.2.3 Proposed lesson procedure
5.9.3 Project 3: Improvisation: Blues
5.9.3.1 What are the outcomes for this project?
5.9.3.2 How will leaming be assessed?
5.9.3.3 Proposed lesson procedure
5.9.4 Project 4: Arranging
5.9.4.1 What are the outcomes for this project?
5.9.4.2 How wilileaming be assessed?
5.9.4.3 Proposed lesson procedure
5.9.4.4 Assessing arrangements
5.10 Summary
CHAPTERS 6: CONCLUSIONS AND RECOMMENDATIONS
6.1 Answering the research questions
6.2 Recommendations
6.2.1 GMAP at NQF levels 2-4 (Grades 10-12)
6.2.2 ESP at NQF levels 2-4 (Grades 10-12) for available inl’truments
6.3 Recommendations for further research

GET THE COMPLETE PROJECT
South African unit standards for a General Music Appraisal Programme at NQF levels 2-4, with special reference to Ensemble specialisation for available instruments