Hostname: page-component-78c5997874-fbnjt Total loading time: 0 Render date: 2024-11-14T23:23:51.186Z Has data issue: false hasContentIssue false
  • English
  • Français

The transformation of music education: A South African case study

Published online by Cambridge University Press:  20 November 2015

Alethea de Villiers
Alethea de Villiers*
Affiliation:
Nelson Mandela Metropolitan University, Music Department, P. O. Box 77000, Port Elizabeth 6031, South AfricaAlethea.DeVilliers@nmmu.ac.za
Get access Rights & Permissions [Opens in a new window]

Abstract

In this paper I reflect on transformation in South African education policy, post-1994. The new curriculum for schools was underpinned by the democratic values of the constitution and was a time of renewal for music education. However, over time as the original curriculum documents were revised, the focus of promoting indigenous traditions was abandoned and replaced by an overtly Western approach to music education. It is against this background that I also reflect on the transformation that occurred as a result of a continuing professional development programme that arose from a need to improve curriculum implementation in the arts.

Type
Research Article
Information
British Journal of Music Education , Volume 32 , Issue 3 , November 2015 , pp. 315 - 322
Copyright
Copyright © Cambridge University Press 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ANDREWS, B. W. (2006) Re-assessing the effectiveness of an arts partnership in teacher education. International Review of Education, 52, 443–459.CrossRefGoogle Scholar
CHRISTIE, P. (1993) Equality and curriculum policy in post-apartheid South Africa. Journal of Education, 18, 5–18.Google Scholar
DEPARTMENT OF EDUCATION (1997 [March]) Outcomes-based Education in South Africa. Pretoria: Government Printer.Google Scholar
DEPARTMENT OF EDUCATION (1997 [October a]) Curriculum 2005, Specific Outcomes, Assessment Criteria, Range Statements. Intermediate Phase. Grades 4–6. Pretoria: Government Printer.Google Scholar
DEPARTMENT OF EDUCATION (1997 [October b]) Curriculum 2005, Specific Outcomes, Assessment Criteria, Range Statements. Senior Phase. Grades 7–9. Pretoria: Government Printer.Google Scholar
DEPARTMENT OF EDUCATION (2002) Revised National Curriculum Statement. Grades R–9 (Schools) Policy: Arts and Culture. Pretoria: Government Printer.Google Scholar
DEPARTMENT OF EDUCATION (2010) Curriculum and Assessment Policy Statement (CAPS). Grades 4–6 Life Skills Curriculum and Assessment Policy Statement. Pretoria: Government Printer.Google Scholar
DEPARTMENT OF EDUCATION (2011) National Curriculum and Assessment Policy Statement (CAPS) for Creative Arts Senior Phase. Pretoria: Government Printer.Google Scholar
FIGUEREDO, S. L. F. (2004) Teaching music in the preparation of generalist teachers: a Brazilian experience. Bulletin of the Council of Research in Music Education, 161/162, 73–81.Google Scholar
OEHRLE, E. (1988) A New Direction for South African Music Education. Pietermaritzburg: Shuter & Shooter.Google Scholar
OEHRLE, E. (1990) Music education in South Africa. The Quarterly, 1(4), 5–9.Google Scholar
OEHRLE, E. (1991) An introduction to African views of music making. Journal of Aesthetic Education, 25, 163–174.CrossRefGoogle Scholar