Guided composition : an integrated, outcomes-based music curriculum for grade 8

[摘要] ENGLISH ABSTRACT:This study involves the research and documentation to develop an integrated, outcomesbasedcurriculum for music education in Grade 8 in South Africa by using guidedcomposition as a teaching method. Directives from the new national curriculum, i.e.Curriculum 2005, the current Western Cape Education Department's syllabus for Musicand the British National Music Curriculum are considered and applied.Composition is a medium that assists learners in exploring sound in an approach thatemphasizes discovery through processes of creative thinking when organizing sound.Music as an art form cannot be mastered through discussion and performance alone.This study focuses on how composition helps learners to explore and discover throughproblem-solving activities when learning to think in sound and to manipulate thelanguage of music.General perspectives on music education curricula are researched to determine anacceptable theoretical proficiency level for Grade 8. The praxial music educationalapproach of David Elliott is used as a philosophical foundation for developing thecomposition program curriculum. Actively making music, developing musicianshipand developing creativity in music education form the backbone of this author'sapproach and hence an accountable basis for a curriculum.Fundamental issues in developing a curriculum are examined, the crux being how welearn. Cognitive apprenticeship and reflective thinking as praxial techniques focussingon integrated and holistic learning are proposed as a methodology for a music educationcurriculum, in this case composition. A curriculum for guided composition is designed and set out in four stages according tothe four stages of curriculum development as proposed by David Elliott. Orientation,preparation and planning, teaching and learning and evaluation and assessment areaddressed.This composition program attempts to situate and activate musical learning byproposing teaching and learning skills through which learners can activate and catalyzetheir creativity. When learning and experiencing music in a situated, authentic andpractical way, as through composition, lifelong involvement, musical skills andcontinued enjoyment and accountability for the subject can be stimulated and established.

[发布机构] Stellenbosch University