Jazz pedagogical strategies: an A/R/Tographic investigation into the implementation of the South African jazz CAPS syllabus
- Authors: Rungan, Natalie
- Date: 2023-10-13
- Subjects: Jazz Instruction and study , Durban High School Curricula , Jazz Outlines, syllabi, etc. , Curriculum-based assessment South Africa , Jazz vocals , Jazz education , South Africa. Department of Basic Education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432488 , vital:72875 , DOI 10.21504/10962/432488
- Description: The Jazz stream of the Curriculum and Assessment Policy Statement Further Education and Training music curriculum was introduced in South Africa in 2012 (DBE, 2011a). Despite the intentions of the government to promote diversity, social transformation, and inclusion, subject music is still weighted towards Western Art Music, perpetuating past biases of a Eurocentric model for music education. This study, which uses a mixed-method approach, seeks to create strategies to advance Jazz education in South Africa through an a/r/tographic analysis of the author’s Jazz pedagogical methods at Durban High School in KwaZulu Natal, South Africa. Key approaches include curriculum theory, currere, a/r/tography, among others. After reviewing Jazz pedagogy in the U.S.A. and South Africa as a starting point, using Pinar’s (1994) method of currere, the author demonstrates how past personal music educational processes have led to present Jazz pedagogical methods. Six original compositions were written that outline the influences that infused these methods and added to the creative output related to this research. Interviews were conducted with key stakeholders in the Jazz community to gain perspective about the current state of Jazz education, and with students to provide insight into their reactions to the Jazz stream of CAPS. This presents new information about the curriculum from a learners’ perspective. Ethical clearance for research with children was sought and received (Appendix A). Findings show that the ability of learners to recognise the value in, and identity relating to, their African culture through Jazz points to a pivotal departure from previous Eurocentric music education models. However, despite South Africa being positioned as one of the only countries offering Jazz as a subject choice to high school learners, the selection of Jazz in the subject of Music remains underutilised. This study concludes that for Jazz education to advance in South African high schools, there needs to be intentional engagement with Jazz professionals at the high school level. , Thesis (PhD) -- Faculty of Humanities, Music and Musicology, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Rungan, Natalie
- Date: 2023-10-13
- Subjects: Jazz Instruction and study , Durban High School Curricula , Jazz Outlines, syllabi, etc. , Curriculum-based assessment South Africa , Jazz vocals , Jazz education , South Africa. Department of Basic Education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/432488 , vital:72875 , DOI 10.21504/10962/432488
- Description: The Jazz stream of the Curriculum and Assessment Policy Statement Further Education and Training music curriculum was introduced in South Africa in 2012 (DBE, 2011a). Despite the intentions of the government to promote diversity, social transformation, and inclusion, subject music is still weighted towards Western Art Music, perpetuating past biases of a Eurocentric model for music education. This study, which uses a mixed-method approach, seeks to create strategies to advance Jazz education in South Africa through an a/r/tographic analysis of the author’s Jazz pedagogical methods at Durban High School in KwaZulu Natal, South Africa. Key approaches include curriculum theory, currere, a/r/tography, among others. After reviewing Jazz pedagogy in the U.S.A. and South Africa as a starting point, using Pinar’s (1994) method of currere, the author demonstrates how past personal music educational processes have led to present Jazz pedagogical methods. Six original compositions were written that outline the influences that infused these methods and added to the creative output related to this research. Interviews were conducted with key stakeholders in the Jazz community to gain perspective about the current state of Jazz education, and with students to provide insight into their reactions to the Jazz stream of CAPS. This presents new information about the curriculum from a learners’ perspective. Ethical clearance for research with children was sought and received (Appendix A). Findings show that the ability of learners to recognise the value in, and identity relating to, their African culture through Jazz points to a pivotal departure from previous Eurocentric music education models. However, despite South Africa being positioned as one of the only countries offering Jazz as a subject choice to high school learners, the selection of Jazz in the subject of Music remains underutilised. This study concludes that for Jazz education to advance in South African high schools, there needs to be intentional engagement with Jazz professionals at the high school level. , Thesis (PhD) -- Faculty of Humanities, Music and Musicology, 2023
- Full Text:
- Date Issued: 2023-10-13
An ethnographic investigation of the implementation of the bilingual-bicultural approach for educating deaf learners focusing on South African sign language teaching at FET level
- Authors: Tunzelana, Nomava Mercy
- Date: 2021-10-29
- Subjects: South African Sign Language Study and teaching (Higher) , Sign language acquisition South Africa , Education, Bilingual South Africa , Biculturalism South Africa , Ethnology South Africa , Culturally relevant pedagogy South Africa , Deaf students South Africa , South Africa. Department of Basic Education , Curriculum-based assessment South Africa , South African Curriculum Assessment and Policy Statement (CAPS)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192353 , vital:45218
- Description: This half-thesis reports on an ethnographic investigation of the implementation of the Bilingual-Bicultural Approach for educating Deaf learners, focusing on South African Sign Language (SASL) teaching at the Further Education and Training (FET) level in a South African School for the Deaf in the Eastern Cape. The investigation occurs within the context of the introduction, in 2015, of the SASL Curriculum and Assessment Policy Statement (CAPS) by the Department of Basic Education (DBE). The SASL CAPS introduces an approach to teaching the Deaf known as the Bilingual-Bicultural Approach. This is an approach in which natural sign language (such as SASL) is taught first and used to learn a spoken language such as English for reading and writing. Previous research on a contrastive analysis of South African English and SASL reveals that SASL is a Topic-Comment language. It is sometimes Object-Subject-Verb (OSV) or Subject-Object-Verb (SOV) while the word order of South African English is Subject-Verb-Object (SVO). Semi-structured interviews of hearing and Deaf participants reveal serious tensions between the staff and the hearing staff because Deaf culture is not adhered to by some of the hearing staff. These tensions have a negative impact on the culture of learning and teaching at the school. Observations of four lessons at an FET class taught by an SASL FET teacher show that in her teaching, SASL syntax is used in keeping with the principles of the Bilingual-Bicultural Approach. However, her signing is accompanied by unvoiced spoken language due to the influence of a previously used approach called Total Communication (TC). One of the learners, Lulu, who contributes considerably more often than other learners in the lesson, also shows the same influence of TC. Other learners are either withdrawn or copy signs from Lulu. The study concludes with the recommendation that SASL be used for initiating newcomers to school as opposed to Signed English because research in bilingualism suggests that second language learners need one natural language established first before attempting to learn a second language. Teachers are recommended to immerse themselves into Deaf culture to acquire fluency. Comments from some participants suggest that teachers require vigorous training in the Bilingual-Bicultural Approach on a continuous basis. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Languages Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Tunzelana, Nomava Mercy
- Date: 2021-10-29
- Subjects: South African Sign Language Study and teaching (Higher) , Sign language acquisition South Africa , Education, Bilingual South Africa , Biculturalism South Africa , Ethnology South Africa , Culturally relevant pedagogy South Africa , Deaf students South Africa , South Africa. Department of Basic Education , Curriculum-based assessment South Africa , South African Curriculum Assessment and Policy Statement (CAPS)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192353 , vital:45218
- Description: This half-thesis reports on an ethnographic investigation of the implementation of the Bilingual-Bicultural Approach for educating Deaf learners, focusing on South African Sign Language (SASL) teaching at the Further Education and Training (FET) level in a South African School for the Deaf in the Eastern Cape. The investigation occurs within the context of the introduction, in 2015, of the SASL Curriculum and Assessment Policy Statement (CAPS) by the Department of Basic Education (DBE). The SASL CAPS introduces an approach to teaching the Deaf known as the Bilingual-Bicultural Approach. This is an approach in which natural sign language (such as SASL) is taught first and used to learn a spoken language such as English for reading and writing. Previous research on a contrastive analysis of South African English and SASL reveals that SASL is a Topic-Comment language. It is sometimes Object-Subject-Verb (OSV) or Subject-Object-Verb (SOV) while the word order of South African English is Subject-Verb-Object (SVO). Semi-structured interviews of hearing and Deaf participants reveal serious tensions between the staff and the hearing staff because Deaf culture is not adhered to by some of the hearing staff. These tensions have a negative impact on the culture of learning and teaching at the school. Observations of four lessons at an FET class taught by an SASL FET teacher show that in her teaching, SASL syntax is used in keeping with the principles of the Bilingual-Bicultural Approach. However, her signing is accompanied by unvoiced spoken language due to the influence of a previously used approach called Total Communication (TC). One of the learners, Lulu, who contributes considerably more often than other learners in the lesson, also shows the same influence of TC. Other learners are either withdrawn or copy signs from Lulu. The study concludes with the recommendation that SASL be used for initiating newcomers to school as opposed to Signed English because research in bilingualism suggests that second language learners need one natural language established first before attempting to learn a second language. Teachers are recommended to immerse themselves into Deaf culture to acquire fluency. Comments from some participants suggest that teachers require vigorous training in the Bilingual-Bicultural Approach on a continuous basis. , Thesis (MA) -- Faculty of Humanities, Linguistics and Applied Languages Studies, 2021
- Full Text:
- Date Issued: 2021-10-29
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