Die optimalisering van leer by skoolbeginners deur middel van 'n verrykte klasmusiekprogram

[摘要] The TED syllabus prescribes classroom music as a compulsory subject for Grade I. This studywished to determine whether an enriched class music programme can afford more opportunitiesfor optimisation of learning to beginners and enable them to integrate more easily into the formalteaching situation.By means of initial reading, information was gained on learning ability, intelligence, giftedness,creativity and lower giftedness. The use of information of child play and drawing applicable in theeducation of the young child was also examined.Then problems which beginners may experience when beginning with formal education, wereidentified. This includes factors which pupils personally experience, like pre-school environmentalinfluences, individual giftedness, as well as the demands set down by schools at the beginning offormal education.Furthermore a comparable study was made of the following educators: Gagne, Piaget, Bruner,Bloom and Gesell. The musical education methods of three most influential music educatorsnamely Dalcroze, Kodaly and Orff were also investigated. Many tangencies between the twogroups were determined, especially the similarities in the planning and presentation of an enrichedclass music programme.With this as background, an enriched programme was developed which should afford alf pupilsthe opportunity during the first year to learn successfully despite individual shortcomings whichmay occur.The enriched programme was offered to all Grade I pupils of a primary school for six schoolmonths. The pupils were beforehand divided randomly into an experimental and control group.The enriched programme was offered to the experimental group only, while the control groupfollowed the ordinary syllabus.The contents of the enriched programme was, beside musical education, aimed at the refinementof the pupils' sense of perception, with special stress on auditory aspects. Throughout, stresswas laid on the development of command of the mother tongue. Finally perceptual-motor skills,with stress on auditory-motor skills, were noted.Before the programme was begun, an IQ test confirmed that both groups had more or less thesame intelligence to show progress at school. A school readiness test was devised which the pupilstook before and after the programme. The pupils' general school achievement was alsoexamined before and after.The results of the school readiness test showed that sensory perception and language abilityvisibly improved. Results of school achievement indicated that Afrikaans reading showed a statisticallymarked improvement (with a P-value of 0,01 ). All other subjects showed significantimprovement. In Mathematics the control group maintained a notable backlog in comparison withthe experimental group. The same in English but to a lesser degree than in Maths.Personal assets which among others could be noted after offering the programme, were that theirknowledge of music as well as awareness of sound and knowledge of it were extended. It sharpenedtheir listening aptitude which enabled them to react with more attention in the classroomsituation. Their general work attitude was markedly positive. All in the group were prepared totake part in group activities. Their adaptability was thus improved.In conclusion: a Christian educator who considers music as a gift of God, should use the practicalpossibilities in the education of young children. The value of such implementation was proved inthis scientific project. This approach can optimise learning in school entrants.

[发布机构] North-West University