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Mapaya, M. G. Matshidze, P. Mailula, Kgaogelo A. 2018 2018-06-06T07:06:05Z 2018-06-06T07:06:05Z 2018-05-18 Mailula, Kgaogelo A. 2018. Challenges of mainstreaming indigenous African music at intermediate phase (Grades 4-6) in South African primary schools: A Case Study of three schools in Gauteng Province, South Africa. . . http://hdl.handle.net/11602/1139 http://hdl.handle.net/11602/1139 Mailula Kgaogelo A. Challenges of mainstreaming indigenous African music at intermediate phase (Grades 4-6) in South African primary schools: A Case Study of three schools in Gauteng Province, South Africa. []. , 2018 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/1139 Mailula, Kgaogelo A. (2018). <i>Challenges of mainstreaming indigenous African music at intermediate phase (Grades 4-6) in South African primary schools: A Case Study of three schools in Gauteng Province, South Africa</i>. (). . Retrieved from http://hdl.handle.net/11602/1139 Mailula, Kgaogelo A.. <i>"Challenges of mainstreaming indigenous African music at intermediate phase (Grades 4-6) in South African primary schools: A Case Study of three schools in Gauteng Province, South Africa."</i> ., , 2018. http://hdl.handle.net/11602/1139 TY - Dissertation AU - Mailula, Kgaogelo A. AB - Since its inception, the study of music in South African schools has been fashioned on Western Classical models. The change in orientation from the Eurocentric to the Afrocentric approach required that indigenous African music be accorded space in the curriculum. This study explores challenges in mainstreaming indigenous African music in the curriculum of South African primary schools. It specifically focuses on the Intermediate Phase (grades 4-6). This study enlists a variety of appropriate qualitative methodologies, such as interviews carried out with a sample of educators and schools. It also analysed relevant DVDs of indigenous African music performances. It is envisaged that findings emanating from this study will be of value to music educators, music curriculum planners, education specialists, and other stakeholders. The dissemination methods will include publications of relevant teaching materials for classroom purposes, as well as generating research articles for scholarly discourse. DA - 2018-05-18 DB - ResearchSpace DP - Univen KW - Curriculum Assessment Policy Statement KW - Indigenous African music KW - Integrated musical arts KW - Magnet schools KW - Mmino wa setso KW - National Curriculum Statement LK - https://univendspace.univen.ac.za PY - 2018 T1 - Challenges of mainstreaming indigenous African music at intermediate phase (Grades 4-6) in South African primary schools: A Case Study of three schools in Gauteng Province, South Africa TI - Challenges of mainstreaming indigenous African music at intermediate phase (Grades 4-6) in South African primary schools: A Case Study of three schools in Gauteng Province, South Africa UR - http://hdl.handle.net/11602/1139 ER - MAAS Centre for African Studies Since its inception, the study of music in South African schools has been fashioned on Western Classical models. The change in orientation from the Eurocentric to the Afrocentric approach required that indigenous African music be accorded space in the curriculum. This study explores challenges in mainstreaming indigenous African music in the curriculum of South African primary schools. It specifically focuses on the Intermediate Phase (grades 4-6). This study enlists a variety of appropriate qualitative methodologies, such as interviews carried out with a sample of educators and schools. It also analysed relevant DVDs of indigenous African music performances. It is envisaged that findings emanating from this study will be of value to music educators, music curriculum planners, education specialists, and other stakeholders. The dissemination methods will include publications of relevant teaching materials for classroom purposes, as well as generating research articles for scholarly discourse. NRF 1 online resource (viii, 127 leaves) en University of Venda Curriculum Assessment Policy Statement Indigenous African music Integrated musical arts Magnet schools Mmino wa setso National Curriculum Statement UCTD 372.8704309682 Music -- Instruction and study -- South Africa -- Gauteng Music -- Africa influences Africa -- Civilization Education, Primary -- South Africa -- Gauteng Music -- Study and teaching (Primary) -- South Africa -- Gauteng Education -- South Africa -- Gauteng Challenges of mainstreaming indigenous African music at intermediate phase (Grades 4-6) in South African primary schools: A Case Study of three schools in Gauteng Province, South Africa Dissertation open.access