'n Ondersoek na die benadering tot musiekonderrig in die Senior Fase binne-in verskillende sosio-ekonomiese kontekste in Suid-Afrika

[摘要] ENGLISH ABSTRACT: In 2012 the Department of Basic Education replaced Outcomes Based Education with theCurriculum and Assessment Policy Statement. In this policy statement the subject Arts andCulture was replaced with Creative Arts and schools could choose a combination of two artforms to teach at their school. In each of these art forms certain minimum requirements can befound to teach the subjects and this study focuses on Music in Creative Arts. The question aroseon how schools from different socio-economic statuses teach Music. Since schools come fromdifferent socio-economic statuses, schools are placed in different school quintiles. TheDepartment of Basic Education supplies all schools with financial aid, but the amount offinancial aid depends on the quintile in which the school is placed. Schools from quintiles 1 to 3are classified as no fee schools and they receive more funding from the Department. Thisfunding must be used to pay all the schools' expenses. The question is, how much will theseschools be able to use towards teaching Music, seeing that the curriculum sets certainrequirements and suggests resources that must be used to teach Music in Creative Arts?To answer this question the researcher had to undertake a thorough literature study to explainthe circumstances that different quintile schools find themselves in. This was conducted to givea better understanding and background of the environment and circumstances different quintileschools have. Four schools from Paarl, from different quintiles, were chosen as case studies.This study uses qualitative research, and observation and interviews are used to obtain thenecessary information from the schools. Most of the students reside in the surrounding areasaround the school. Because the schools are from high or low socio-economic environments thelearners' physical surroundings will have an influence on their psychological, emotional andcognitive development. The different schools were compared with one another according totheir available resources in Music, the environment around the school, the teachers' opinionsabout Music in Creative Arts, the possible opportunities and problems that the teachers mayexperience, and the learners. Although some of the aspects that are explained and compared areseen as self-explanatory, and although some scholars are under the impression that aspectsreferred to are general knowledge, the researcher wanted to prove that not all schools in SouthAfrica can offer their learners the necessary support.

[发布机构] Stellenbosch University