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Vocal pedagogy : goals, objectives, scope and sequencing for undergraduate students
Dissertation (MMus)--University of Pretoria, 2012.
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| Format: | Thesis |
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University of Pretoria
2013
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| _version_ | 1867613677301006336 |
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| access_status_str | Open Access |
| author2 | Van der Mescht, Heinrich Hermann |
| author_browse | Van der Mescht, Heinrich Hermann |
| author_facet | Van der Mescht, Heinrich Hermann |
| collection | Thesis |
| dc_rights_str_mv | © 2012 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria |
| description | Dissertation (MMus)--University of Pretoria, 2012. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/27566 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:39:56.908Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/27566 Vocal pedagogy : goals, objectives, scope and sequencing for undergraduate students Van der Mescht, Heinrich Hermann Vermeulen, Dorette deirdre.blignaut@gmail.com Rautenbach, Deirdre Vocal pedagogy outcomes Vocal pedagogy programme Scaffolding Vocal pedagogy Vocal pedagogy curriculum evaluation Vocal pedagogy curriculum development Vocal pedagogy curriculum Vocal pedagogy sequence Vocal pedagogy scope Vocal pedagogy goals Vocal pedagogy objectives UCTD Dissertation (MMus)--University of Pretoria, 2012. The aim of this study was to investigate the content, organisation and outcomes of undergraduate vocal pedagogy modules. Goals and objectives guide outcomes which in turn will facilitate the delineation of the content or scope of the moduls. The organisation of content will involve the sequencing of study units appropriate for beginner, intermediate and advanced levels of undergraduate vocal pedagogy studies. A qualitative research method was chosen to direct the empirical investigation. Primary data collection was conducted through semi-structured interviews. Certain participants opted to reply in writing and similarly structured open-ended questionnaires were sent electronically to them. Purposive sampling was used to select South African respondents by virtue of their knowledge and expertise in the field of vocal pedagogy. A degree of snowballing also followed and valuable data was collected from participants in Canada and the USA. The investigation regarding the restructuring of vocal pedagogy modules was viewed from a multi-disciplinary and holistic perspective. Establishing the underlying principles that direct the goals, objectives, scope and sequencing of undergraduate vocal pedagogy modules guided the study. Goals direct the bringing together of relevant and mutually supportive disciplines essential to undergraduate vocal pedagogy modules. The demands of prospective careers for students dictate what knowledge and skills they need to be equipped with. Moreover, the judgement of lecturers based on institutional level descriptors as well as knowledge and experience of appropriate content designation for beginner, intermediate and advanced students further guides the formulation of goals and objectives. The rich and diverse body of vocal pedagogy literature provides the material that informs the scope of undergraduate modules. Sequencing of content for a vocal pedagogy offering is directed by the scientific base of knowledge, feedback from students, the tried and trusted traditions of established lecturers and authors, as well as the intuitive teaching talent of lecturers. Scaffolding (the gradually diminishing role of a lecturer as students gain independence) emerged as an important component of creating a balanced undergraduate pedagogy offering. Lecturers should have a reflective and deep knowledge of vocal pedagogy in order to successfully integrate it with vocal practice. This is the hallmark of a holistic approach that will effectively equip students for a career after tertiary training. From the information received from participants it can be concluded that a vital requirement for organising content is that learning and therefore also teaching should be a gradual and ongoing process. The basic building blocks of vocal pedagogy (posture, breathing, phonation, resonance and articulation) should be supplemented by auxiliary disciplines (historical background of vocal pedagogy, psychology and ethics, comparative pedagogies, and elements of performance) that support and further inform vocal pedagogy studies. Music unrestricted 2013-09-07T11:47:10Z 2013-08-27 2013-09-07T11:47:10Z 2013-04-11 2012 2013-08-26 Dissertation Rautenbach, D 2012, Vocal pedagogy : goals, objectives, scope and sequencing for undergraduate students, MMus dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/27566 > F13/4/775/gm http://hdl.handle.net/2263/27566 http://upetd.up.ac.za/thesis/available/etd-08262013-174310/ © 2012 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria application/pdf University of Pretoria |
| spellingShingle | Vocal pedagogy outcomes Vocal pedagogy programme Scaffolding Vocal pedagogy Vocal pedagogy curriculum evaluation Vocal pedagogy curriculum development Vocal pedagogy curriculum Vocal pedagogy sequence Vocal pedagogy scope Vocal pedagogy goals Vocal pedagogy objectives UCTD Vocal pedagogy : goals, objectives, scope and sequencing for undergraduate students |
| title | Vocal pedagogy : goals, objectives, scope and sequencing for undergraduate students |
| title_full | Vocal pedagogy : goals, objectives, scope and sequencing for undergraduate students |
| title_fullStr | Vocal pedagogy : goals, objectives, scope and sequencing for undergraduate students |
| title_full_unstemmed | Vocal pedagogy : goals, objectives, scope and sequencing for undergraduate students |
| title_short | Vocal pedagogy : goals, objectives, scope and sequencing for undergraduate students |
| title_sort | vocal pedagogy goals objectives scope and sequencing for undergraduate students |
| topic | Vocal pedagogy outcomes Vocal pedagogy programme Scaffolding Vocal pedagogy Vocal pedagogy curriculum evaluation Vocal pedagogy curriculum development Vocal pedagogy curriculum Vocal pedagogy sequence Vocal pedagogy scope Vocal pedagogy goals Vocal pedagogy objectives UCTD |
| url | http://hdl.handle.net/2263/27566 http://upetd.up.ac.za/thesis/available/etd-08262013-174310/ |