Adolescents' experiences of drumming as an activity to support their learning

[摘要] ENGLISH ABSTRACT : In young people who struggle with stress-related experiences that accompany academic evaluations and performance, reproducing music, for instance through drumming, can play a role in experiences of success, and thus contribute to a sense of self-efficacy. The stronger the perceived sense of self-efficacy, the higher the goal challenges individuals set for themselves, and the firmer their commitment to these. The aim of the research was to investigate the potential of djembe drumming to function as a learning support strategy, in the lives of adolescents. In order to do this research, the researcher made use of a qualitative research design that was embedded within the interpretive paradigm. A grade nine class was informed of the research, and invited to volunteer. Fourteen participants volunteered to participate in the study. The participants in this study were adolescents between the ages of 15 and 17 years, and mixed in terms of gender and ethnicity. The primary method of data collection was observations and an inductive process of qualitative thematic analysis was used to analyse the data. The results revealed positive responses in terms of adolescents' experiences of drumming as a facilitator of learning support. The study revealed that participants demonstrated a comprehension of their own learning processes. Their experiences further illustrated their own awareness of having to concentrate and focus in order to participate successfully in the drumming group. Participants linked the drumming activity, to self-developed learning strategies, which they started implementing, such as studying with rhythm, and strengthening their memorizing abilities by connecting facts together in a story-form. These strategies imply the development of meta-cognition in the participants. The findings of this study can be used effectively in developing a therapeutic tool for inclusion in schools. Similar drumming programmes can be of a high value in the South African Education system, where serious imbalances in educational levels necessitate a need for tools that can be used in promoting and encouraging an inclusive education system.

[发布机构] Stellenbosch University