Masters Degrees (Odeion School of Music)

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Browsing Masters Degrees (Odeion School of Music) by Subject "CAPS"

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    A critical review of South Africa's curriculum and assessment policy statement grades 10-12 music
    (University of the Free State, 2014-01) Hellberg, Elsabie Petronella; Van Niekerk, Caroline; De Villiers, Frelet
    In 2012 a new curriculum for Grade 10-12, Curriculum and Assessment Policy Statement (CAPS), was implemented in South African government schools. This new curriculum applies to all subjects, including Music. Before implementation, concern was raised by numerous music educators regarding the development and content of the curriculum. In reaction to the draft document, several suggestions were submitted to the Department of Basic Education by schools. Despite this, no significant changes were made to the curriculum. In comparison to the National Curriculum Statement (NCS), CAPS’s predecessor, CAPS restricts the stylistic choice to dominantly Western Art Music, Jazz or Indigenous African Music stylistic approach, especially concerning music history. The aim of this study was to critically review Music CAPS in terms of Music curricula of other countries from First, Second and Third World spheres. In addition, data was gathered through questionnaires from five samples (educators, learners, parents, lecturers and one curriculum assessor). The comparison between the different countries' Music curricula revealed that, except for South Africa and Trinidad and Tobago, a correlation exists between the various countries' demographic distribution and the stylistic preference in their Music curricula. Furthermore, South Africa's Music CAPS’s content and contextual framework is, especially regarding Western Art Music, comparable to the Music curricula of First World countries. On the other hand, lack of demarcation in its Indigenous African Music and almost non-existent composition constituent are inconsistent with First World countries. Concerning the questionnaires, several significant findings were made. These include participants' rating of Music CAPS concerning its link with tertiary music education and the music industry, the exclusion of music technology from the curriculum and the omission of Popular Music. Following the results of the study, suggestions are made towards an improved South African subject Music curriculum. Among others, proposals include raising the performance standards; reintroducing music technology; expanding the composition component; adding Contemporary Music; and addressing teacher competence through sustained training. Until now, changes to the South African subject Music curriculum were not research-based. Since this thesis is based on formal research, it will be submitted to the national assessment team who are currently reviewing Music CAPS.
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    The value and effectiveness of contemporary commercial music syllabi in the development of vocal technique
    (University of the Free State, 2019-06) Ludwig, Christine Ann; Thom Wium, Matildie; De Villiers, Frelet
    Contemporary Commercial Music (CCM) vocal training has become increasingly popular since I began teaching in the early 2000s. In general, my clients; comprising of high school students and adults from my private teaching practice, have a preference for CCM voice training over Classical training. For the Further Education and Training (FET) phase in the South African school system, there are currently two primary syllabi available for teachers of CCM practical instruments; these are the Trinity Rock & Pop syllabus and the Rockschool syllabus. Since CCM vocal instructors are compelled to use the syllabi mentioned above, they have naturally become a guideline for voice teachers in the development of CCM vocal technique. Previous studies of CCM syllabi and vocal technique for the CCM singer are incomplete and do not definitively address the developmental value of the CCM syllabi for singers of CCM genres. The dissertation investigates vocal requirements for the CCM singer, focusing on CCM vocal development, vocal idioms, styles, pedagogy and pedagogues, and the use of these elements in the syllabi. The study uses a descriptive qualitative research design, and recruits for interviews ten FET phase vocal instructors familiar with Trinity Rock & Pop and Rockschool syllabi. Interview data collection uses semi-structured interviews with open-ended questions. Alongside this, an in-depth analysis of both syllabi is conducted. The syllabi investigation measures each syllabus against their own criteria in conjunction with CCM vocal idiomatic requirements and the physical capabilities of the adolescent singer. The study found that both syllabi have areas of value, but these are not sufficient for the development of vocal technical ability. Vocal instructors prefer the Rockschool syllabus, feeling that it has more substance. However, the research shows that the Trinity Rock & Pop syllabus is more systematic in its progression of difficulty and graded content. The study established that the syllabi alone are not effectual in developing the technical abilities of the CCM singer, and the education and experience of the vocal trainer must be reasonably advanced to implement the requirements of the syllabi.