Department of Music

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Browsing Department of Music by browse.metadata.advisor "De Beer, R."

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    Die Universiteit van Suid-Afrika (UNISA) se musiekeksamen-sisteem : ʼn historiese agtergrond en kritiese bespreking van die klavierprogram
    (Stellenbosch : University of Stellenbosch, 2011-03) Grobbelaar, Margaretha Louisa; De Beer, R.; Schumann, N.; University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Music.
    ENGLISH ABSTRACT: The Unisa piano examinations play a vital role in present-day South African music education. Results attained in the Unisa examinations can be used as subject marks at school, and could also give the pupil access to an audition towards further studies at a tertiary institution. While the examination body is of great importance, there is no literature to be found on the success of the system. The researcher firstly intends to establish to what extend the development of the piano has had an influence on technique and pedagogy. Educational philosophies that follow from this are discussed shortly, as well as beginner teaching methods by using four well known beginner books. The above aspects form the background used to understand the prominence and development of the examination system. Secondly, the components of the external examinations are determined and how holistically this approach is implemented in lessons. While keeping in mind that the 2010 syllabus consists of only four pieces, prescribed scales, aural tests, sightreading and practical musicianship, candidates are restricted with regard to repertoire knowledge, technical abilities and ensemble. Traditionally, great emphasis has been placed on the importance of external examinations. This places enormous pressure on the learner, resulting in added stress during the examining procedure. This is reflected in their performances, and therefore the pupil’s ability cannot be tested in an objective manner. Yet the result of external examinations is important to teachers, pupils and parents, and is used to evaluate the pupil’s skill and capability as a musician. Three research methodologies were used to ensure an accurate study. A literature review was completed to investigate the need that led to the development of external examinations. To place the research within a South African context, a survey of a quantitative nature was conducted by means of a questionnaire. The aim is firstly to ascertain what teachers use as teaching material and secondly the extent to which the external examination contributes to the structuring of the learning process. This empirical study focuses on the teacher and the examination experience of the learner as well as the role and opinion of the parents regarding the external examining system. Statistical models were created to represent the data captured. Data analysis shows that on average, most teachers are reliant on the Unisa syllabus for choosing repertoire and the structuring of their lessons. This implies that the learner is restricted to the Unisa syllabus and its requirements, which inhibit the development of further musical challenges. Due to the degree of difficulty of the external examinations, there is little room for additional works and therefore the learner is often limited to playing less than six pieces a year. In conclusion, the researcher suggests the following: to propose a new school of thought based on the development of musicianship rather than achievementorientated tuition. The playing of external examinations does not need to be the main object of music tuition; rather, external examinations should be used as a guide for assessment, which forms part of a holistic approach to music education.