Viljoen, MartinaBeukes, RoelfDe Villiers, Aletta Magrietha Francina2015-08-132015-08-132010-052010-052010-05http://hdl.handle.net/11660/849English: As experience in private practice has pinpointed a deficiency in the teaching process dealing with the effective development of piano technique, the need has arisen to develop a learning model in which provision is made for the learning preferences of learners, and which applies an approach that is holistic and does not focus solely on the development of technical and mechanical skills. It was realized that there are divergent approaches to the concept of piano technique and its development. An extensive literature study of the following aspects was undertaken: physical and physiological aspects of relevant brain structures; mental functions necessary for piano technique, including among others a whole-brain approach, neuronal networks underlying music processing and motor control in the brain with regard to motor skills. Besides aspects of the brain, research was also done on teaching and learning models such as those of Rose and Nicholl, Kolb, Gardner, Jensen and Herrmann; existing approaches to piano technique; different methods of technique development; the physical and physiological aspects of piano technique; as well as emotional and social functions formulated in the philosophies of Kohut and Green. A literature study of factors that can influence technique was also conducted and the following divisions were identified, namely: the teacher; the environment; the teaching methods and the practice process. Interest in the fast-growing field of neurology has drawn attention to Ned Herrmann’s pioneering work in the field of brain domination. Research was done into his scientific approach which formulates that the dominance of specific parts of the brain influences the brain processes of skills acquisition with the result that preferences for certain learning processes can be identified in individuals. Herrmann developed the four quadrant brain model that metaphorically divides the brain into four quadrants, which is illustrated in a circular diagram anticlockwise as quadrants A, B, C and D. Each quadrant has unique quadrant descriptions that explain preferences, dispositions and perceptions. Individuals are therefore dominant in one or more of the four quadrants and that determines the type of teaching approach they are optimally receptive to; the manner in which they absorb information; deal with people and their attitude towards everyday life. Herrmann’s brain domination instrument (HBDI), which was developed to determine the dominance in persons (their cognitive preferences), was investigated. It comprises a questionnaire of 120 questions whose outcome cannot be predicted. Herrmann’s teaching and learning model is further important as it puts forward that the whole-brain approach to piano teaching, where information is provided in a structured and unstructured manner, is the best approach to be followed. By means of this, primary cognitive preferences are addressed and secondary preferences developed. A qualitative survey using the Delphi method was conducted at the same time. Experts in the field of piano technique associated with tertiary institutions in South Africa, as well as students at different levels of completing their music qualifications, were approached to act as respondents. Information regarding the development of piano technique, interpersonal relations and opinions concerning learning preferences was gathered and processed into meaningful divisions and subdivisions. It was realized that experts do indeed pay attention intuitively to the preferences of learners, but that a scientific foundation is lacking. Information obtained through literature study and qualitative research was meaningfully integrated to propose practical methods by means of which Herrmann’s four quadrant brain model can successfully be applied to piano technique. The completed research led to the conclusion that piano technique was a mental rather than a mechanical process and that the learners’ full potential could indeed be developed by applying Herrmann’s four quadrant brain model. But this can only materialize if the ideal teaching milieu; the ideally qualified teacher and recognition and consideration of the specific cognitive preferences of learners, within the context of the whole brain approach, are present.Afrikaans: Nadat daar uit eie ondervinding in die privaatpraktyk ‘n leemte in die onderrigsituasie betreffende die doeltreffende ontwikkeling van klaviertegniek raakgesien is, het die behoefte ontstaan om ‘n leermodel te ontgin waarby daar voorsiening vir leerders se leervoorkeure gemaak word, en waarby ‘n holistiese benadering ter sprake kom wat nie slegs op die blote ontwikkeling van vingervaardigheid en meganiek fokus nie. Daar is tot die besef gekom dat uiteenlopende benaderings betreffende die begrip “klaviertegniek” en die ontwikkeling daarvan bestaan. ‘n Uitgebreide literatuurstudie rakende die volgende aspekte is onderneem: fisiese en fisiologiese aspekte van relevante breinstrukture; kognitiewe funksies nodig vir klaviertegniek wat onder andere ‘n heelbreinbenadering, neuronale netwerke onderliggend aan musiekprosessering en motoriese kontrole in die brein met betrekking tot motoriese vaardighede insluit. Buiten aspekte van die brein is daar ook ondersoek ingestel na onderrig- en leermodelle soos dié van Rose en Nicholl, Kolb, Gardner, Jensen en Herrmann; bestaande benaderings tot klaviertegniek; verskillende metodes van tegniekontwikkeling; die fisiese en fisiologiese aspekte van klaviertegniek; asook emosionele en sosiale funksies wat verwoord word in die filosofieë van Kohut en Green. ‘n Literatuurstudie rondom faktore wat ‘n invloed op tegniek kan uitoefen is ook onderneem en die volgende afdelings is onderskei, naamlik die onderwyser, omgewing, onderrigmetodes en die oefenproses. Belangstelling in die snelgroeiende veld van neurologie het die aandag na Ned Herrmann, wat baanbrekerswerk gedoen het op die gebied van breindominansie, gelei. Navorsing is gedoen betreffende sy wetenskaplike benadering, wat stel dat dominansie van spesifieke dele van die brein prosesse van vaardigheidsverwerwing beïnvloed, en tot gevolg het dat voorkeure vir sekere leerprosesse by individue geïdentifiseer kan word. Herrmann het die vierkwadrant-breinmodel ontwikkel wat die brein metafories in vier kwadrante verdeel, en op ‘n sirkelvormige diagram antikloksgewys as kwadrant A, B, C en D voorgestel word. Elke kwadrant het unieke kwadrantbeskrywers wat voorkeure, ingesteldhede en persepsies toelig. Individue is dus dominant in een of meer van die vier kwadrante en dit bepaal die tipe onderrigbenaderings waarvoor hulle optimaal vatbaar is, die wyse waarop hulle inligting sal inneem, met mense sal omgaan en hulle ingesteldheid jeens die alledaagse lewe. Ondersoek is ingestel na die Herrmann brein-dominansie-instrument (HBDI) wat ontwikkel is om persone se dominansie (kognitiewe voorkeure) te bepaal. Dit bestaan uit ‘n vraelys van 120 vrae waarvan die uitkoms nie voorspel kan word nie. Herrmann se onderrig- en leermodel is ook van belang wat stel dat die heelbreinbenadering tot klavieronderrig, waar inligting op ‘n gestruktureerde en ongestruktureerde wyse aangebied word, die beste benadering is om te volg. Daardeur word primêre kognitiewe voorkeure aangespreek en sekondêre voorkeure ontwikkel. Terselfdertyd is ‘n kwalitatiewe opnamestudie gedoen deur gebruik te maak van die Delphi-metode. Kundiges op die gebied van klaviertegniek verbonde aan tersiêre instellings in Suid-Afrika asook studente op verskillende vlakke van voltooiing van hul musiekkwalifikasies, is gewerf om as respondente op te tree. Inligting betreffende die ontwikkeling van klaviertegniek, interpersoonlike verhoudinge en menings rakende leervoorkeure is ingewin en verwerk in sinvolle afdelings en onderafdelings. Daar is tot die besef gekom dat kundiges wel intuïtief aan die voorkeure van leerlinge aandag gee maar dat ‘n wetenskapgefundeerde onderbou ontbreek. Inligting verkry deur die literatuurstudie en kwalitatiewe navorsing is sinvol geïntegreer om praktiese metodes voor te stel waardeur Herrmann se vierkwadrantbreinmodel met welslae op klaviertegniek van toepassing gemaak kan word. Na voltooiing van die navorsing is daar tot die gevolgtrekking gekom dat klaviertegniek eerder ‘n kognitiewe as ‘n meganiese proses is en dat leerlinge se volle potensiaal wel ontwikkel kan word deur die toepassing van Herrmann se vierkwadrant-breinmodel. Dit kan egter slegs geskied as die ideale onderrigmilieu, ideaal-toegeruste onderwyser en erkenning en inagneming van leerlinge se spesifieke kognitiewe voorkeure, binne die konteks van die heelbreinbenadering teenwoordig is.afThesis (Ph.D. (Music))--University of the Free State, 2010Herrmann, NedPiano -- TechniquePiano -- Instruction and studyWhole brain learningCerebral dominancePhenomenology and musicHerrmann’s four quadrant brain modelHBDICognitive preferencesDominanceWhole-brain approachNeuronal plasticityWhole brain teaching and learning modelQualitative researchPhenomenologyDelphi methodThesisUniversity of the Free State