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Towards generic cross-cultural standards in theassessment of African musical arts
Thesis (DMus)--University of Pretoria, 2012.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2013
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| _version_ | 1867613568725155840 |
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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 | © 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 | Thesis (DMus)--University of Pretoria, 2012. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/32390 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:13.361Z |
| 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:2263/32390 Towards generic cross-cultural standards in theassessment of African musical arts Van Niekerk, Caroline Human, Rene Irene African musical arts Assessment Cross-culturalism Cultural diversity Enculturation Formal music education Informal music education Globalization International education Re-contextualized authenticity Standards UCTD Thesis (DMus)--University of Pretoria, 2012. This research contextualizes the measurability of African musical arts (including music, dance, drama, poetry and costume art as an integrated whole), through the introduction of a generic evaluation system, which can be implemented outside its culture of origin as recontextualized authenticity. An assessment system is developed, entitled, The Generic Crosscultural Assessment Framework for African Musical Arts. The Framework illustrates that: the cultural-educational void between African/indigenous/informal and international/formal music education can be crossed; the development of a reliable, valid and objective evaluation system for African musical arts assessment, which can be recognized internationally to the satisfaction of Western and African cultures, is possible. African musical arts has only fairly recently begun to be integrated into formal education systems and music curricula for schools and tertiary institutions. At this stage, there is no structured curriculum available for African musical arts in schools. The need for structuring a Framework for contemporary African musical arts assessment, from which a curriculum could be developed, is clear. The contextualization of the main problem of the research, namely the measurability of African musical arts, took place through: exploration of cultural diversity; translation between cultures; music-cultural integration processes in assessment; cross-cultural dialogue; the learning, teaching and grading situations in different cultures and systems and the integration of different ‘voices’ from many disciplines. Globalization and change were essential concepts in this research. The choice of the research designs for this thesis was informed by Western as well as African indigenous music philosophies. A combination of documentary research design (with literature review, content analysis) and deconstruction theory study designs was conducted within the qualitative paradigm. The reseach focused on intercultural understanding and communication, as well as its emic/etic, or insider/outsider approach. The most important aspects of the research focused, firstly, on Social Studies including Ethnomusicology, Translation Studies, Inter-Cultural and Cross-Cultural Studies; secondly, on Educational Studies including assessment standards, philosophies and systems; thirdly, on African Musical Arts; and finally, on contemplating the syntheses of all above named outcomes in relation to generic cross-cultural standards. The emphasis of the thesis is on music-cultural integration processes in assessment of progressive skills development. gm2013 Music unrestricted 2013-11-12T11:28:54Z 2013-11-12T11:28:54Z 2013-09-05 2013 Thesis Human, RI. 2012, Towards generic cross-cultural standards in theassessment of African musical arts, DMus thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/32390> D13/9/975/gm http://hdl.handle.net/2263/32390 en © 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 | African musical arts Assessment Cross-culturalism Cultural diversity Enculturation Formal music education Informal music education Globalization International education Re-contextualized authenticity Standards UCTD Towards generic cross-cultural standards in theassessment of African musical arts |
| title | Towards generic cross-cultural standards in theassessment of African musical arts |
| title_full | Towards generic cross-cultural standards in theassessment of African musical arts |
| title_fullStr | Towards generic cross-cultural standards in theassessment of African musical arts |
| title_full_unstemmed | Towards generic cross-cultural standards in theassessment of African musical arts |
| title_short | Towards generic cross-cultural standards in theassessment of African musical arts |
| title_sort | towards generic cross cultural standards in theassessment of african musical arts |
| topic | African musical arts Assessment Cross-culturalism Cultural diversity Enculturation Formal music education Informal music education Globalization International education Re-contextualized authenticity Standards UCTD |
| url | http://hdl.handle.net/2263/32390 |