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Expanding music teachers’ perceptions of learning strategies in the 21st century
Thesis (DMus)--University of Pretoria, 2010.
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University of Pretoria
2013
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| _version_ | 1867613697321467904 |
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| access_status_str | Open Access |
| author2 | Van Niekerk, Caroline |
| author_browse | Van Niekerk, Caroline |
| author_facet | Van Niekerk, Caroline |
| collection | Thesis |
| dc_rights_str_mv | © 2010 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 | Thesis (DMus)--University of Pretoria, 2010. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/28571 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:40:15.875Z |
| 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:2263/28571 Expanding music teachers’ perceptions of learning strategies in the 21st century Van Niekerk, Caroline bertha@precis.co.za Le Roux, Albertha Elizabeth Perception Holism Whole-brain learning Multiple intelligences Eclectic Postmodernism Learning strategies Brain profiles Individual music teaching Personality types UCTD Thesis (DMus)--University of Pretoria, 2010. This study was prompted by the need the author experienced for the rethinking of many practices in music teaching and her interest in achieving transformation in individual music teaching and learning. An eclectic approach was adopted for the research. Despite much existing ‘fuzzy’ terminology, ‘broader’ or ‘less fixed’ meanings were sought of terms including Holism, intelligence, learning, Modernism, perception, personality, Postmodernism, teaching, temperament and whole-brain learning. The reader is presented with a palette of ideas, open for further exploration, in order to stimulate creativity and different viewpoints in music teaching and learning. The study has a student-centred approach, taking into account different types of learners and how to adapt teaching styles to connect with students in their learning environment. Challenges teachers may encounter are how the meanings of many terms relate with music teaching practice, themselves and their pupils. The research explores the interaction and relation of terms with one another in order to reconsider and expand teaching methods. Inter, intra and multidisciplinary aspects of teaching are touched upon as being valuable in cutting across several traditional fields of study and also referring to knowledge seen as a coherent whole within one subject area. Experiences of ‘flow’ and transformative learning are explored in order to challenge students’ and teachers’ ‘fixed’ thinking methods. The whole-brain model is considered where the brain is seen in four quadrants, each quadrant displaying distinctive strengths of value in music teaching. The importance of Emotional Intelligence in developing other intelligences is investigated and its link with Inter and Intrapersonal Intelligences in order to equip teachers to connect effectively with pupils in a learning context. There is no “one size fits all” teaching strategy, learning style or framework that can apply to the myriad needs of individual music teachers and pupils. The research, however, demonstrates the importance for music teachers to be receptive in enlarging their thinking patterns. In so doing a path can be set for shifting focus in teaching strategies to a ‘moving forward’ ideal in perception and understanding of teaching and learning in the 21st century. Music unrestricted 2013-09-07T13:43:54Z 2010-10-09 2013-09-07T13:43:54Z 2010-09-03 2010-10-09 2010-10-09 Thesis Le Roux, AE 2010, Expanding music teachers’ perceptions of learning strategies in the 21st century, DMus thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/28571 > D10/625/ag http://hdl.handle.net/2263/28571 http://upetd.up.ac.za/thesis/available/etd-10092010-140215/ © 2010 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 application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf University of Pretoria |
| spellingShingle | Perception Holism Whole-brain learning Multiple intelligences Eclectic Postmodernism Learning strategies Brain profiles Individual music teaching Personality types UCTD Expanding music teachers’ perceptions of learning strategies in the 21st century |
| title | Expanding music teachers’ perceptions of learning strategies in the 21st century |
| title_full | Expanding music teachers’ perceptions of learning strategies in the 21st century |
| title_fullStr | Expanding music teachers’ perceptions of learning strategies in the 21st century |
| title_full_unstemmed | Expanding music teachers’ perceptions of learning strategies in the 21st century |
| title_short | Expanding music teachers’ perceptions of learning strategies in the 21st century |
| title_sort | expanding music teachers perceptions of learning strategies in the 21st century |
| topic | Perception Holism Whole-brain learning Multiple intelligences Eclectic Postmodernism Learning strategies Brain profiles Individual music teaching Personality types UCTD |
| url | http://hdl.handle.net/2263/28571 http://upetd.up.ac.za/thesis/available/etd-10092010-140215/ |