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dc.contributor.advisorFroneman, A.
dc.contributor.advisorPretorius, G. G.
dc.contributor.authorNovella, Angelique
dc.date.accessioned2022-08-16T13:51:29Z
dc.date.available2022-08-16T13:51:29Z
dc.date.issued2021-11
dc.identifier.urihttp://hdl.handle.net/11660/11838
dc.description.abstractThis study investigated an alternative to a disembodied, individualist philosophy used in traditional beginner instrumental instruction, in order to make suggestions for a wider holistic and inclusive approach to meaningful teaching and learning. Despite advancements made in situating the whole student, embodied and inter(en)active, in the process of instrumental learning, there still seems to be a lack of strategies for practical application. By making use of philosophical, theoretical and educational developments with regards to balancing body, mind, environmental and social transactions in instrumental music education, I suggest an extended embodied framework in beginner instrumental teaching and learning which is aligned to the way in which a young child learns. Making use of an integrative literature review, both established and recent material was reviewed, critiqued and synthesised to create an extended embodied framework. Considering suggested strategies made in this study opportunities can be created for the young student to engage in extended meaning-making experiences.en_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectDissertation (M.Mus. (Music))--University of the Free State, 2021en_ZA
dc.subjectBeginner instrumental teaching and learningen_ZA
dc.subjectIndividualisten_ZA
dc.subjectDisembodieden_ZA
dc.subjectEmbodimenten_ZA
dc.subjectEnactiveen_ZA
dc.subjectInter(en)activeen_ZA
dc.subjectAgencyen_ZA
dc.subjectSocialen_ZA
dc.subjectExperienceen_ZA
dc.subjectMeaningen_ZA
dc.titleA holistic framework for beginner instrumentalists: synergising product and process by way of meaningful learning experiencesen_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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