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

Mapaya, M. G.Matshidze, P.Mailula, Kgaogelo A.2018-06-062018-06-062018-05-18Mailula, 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/11602/1139http://hdl.handle.net/11602/1139MAASCentre for African StudiesSince 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.1 online resource (viii, 127 leaves)enUniversity of VendaCurriculum Assessment Policy StatementUCTDIndigenous African musicIntegrated musical artsMagnet schoolsMmino wa setsoNational Curriculum Statement372.8704309682Music -- Instruction and study -- South Africa -- GautengMusic -- Africa influencesAfrica -- CivilizationEducation, Primary -- South Africa -- GautengMusic -- Study and teaching (Primary) -- South Africa -- GautengEducation -- South Africa -- GautengChallenges 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 AfricaDissertationMailula 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/11602/1139Mailula, 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/11602/1139Mailula, 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/11602/1139TY - 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 -