A critical review of South Africa's curriculum and assessment policy statement grades 10-12 music
Abstract
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.
Related items
Showing items related by title, author, creator and subject.
-
The role of the musical arts in HIV/AIDS intervention in Malawi
Nthala, Grant Macloly Moloko (University of the Free State, 2013-01)English: This study is a response to the call for localised research from a number of medical ethnomusicology experts who have studied and documented research findings on the relationships between medicine, music and ... -
The pathway of music acculturation: a duet between parent and infant
Pretorius, Gerda Georgina (University of the Free State, 2013-11)English: In designing a pathway model of music acculturation, it is proposed that infants are born musical, are ready at birth to process musical information and motivated to take part in musical communication. This ... -
Transforming higher education in South Africa through the creation of a music industry related Baccalaureate
Leal, Sheldon Rocha (University of the Free State, 2018-06)This study has endeavoured to establish how the creation of a music industry (MI) related baccalaureate could transform higher music education (HME) in South Africa (SA) to better prepare graduates for jobs in the MI. ...