Exploring the possibility of using the ocarina as an instrument for teaching and learning music at South African Primary Schools: a case of two selected schools in the Vhembe District, Limpopo Province

Abstract

Topical scholarly research has confirmed that music education on the African continent has virtually vanished due to uncoordinated or even total lack of foundational teaching of the subject despite global tendencies to the contrary. The minimal music education in choral form has all but disappeared leaving the general subject teacher with the near impossible responsibility to teach the expressive arts as stipulated in the Curriculum Assessment Policy Statement (CAPS). Expense having traditionally been regarded as the principal cause, this study explores the possible intervention of the ocarina as an instrument that can be utilised to teach and learn music in primary schools within diverse and typical sections of particularly black and underprivileged sections of South African society. This study is qualitative in nature and engages the Grounded Theory Method (GTM) leaning towards Thematic Content Analysis as descriptive presentation of data gathered from participant observation and interviews with research respondents and other identified sources that reflect experientially on the topic of study. I recorded events in the smallest detail from the learners, general class teachers, principals and parents, the Departments of Education and Sports, Arts and Culture. Outcomes of the study can then be utilised by all stake - holders towards achievement of a coherent and informed music education in line with global initiatives to have music a compulsory subject.