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Implementing Music according to the Curriculum and Assessment Policy Statement (CAPS) : experiences of Foundation Phase educators
Mini Dissertation (MMus)--University of Pretoria, 2018.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2018
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| _version_ | 1867613539304210432 |
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| access_status_str | Open Access |
| author2 | Van Wyk, Theo |
| author_browse | Van Wyk, Theo |
| author_facet | Van Wyk, Theo |
| collection | Thesis |
| dc_rights_str_mv | © 2018 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 | Mini Dissertation (MMus)--University of Pretoria, 2018. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/67763 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:45.339Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| 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:2263/67763 Implementing Music according to the Curriculum and Assessment Policy Statement (CAPS) : experiences of Foundation Phase educators Van Wyk, Theo LERUMO.KAGISO2@GMAIL.COM Lerumo, Kagiso Solomon Unrestricted UCTD Curriculum and Assessment Policy Statement (CAPS) Social constructivism Outcomes Based Education (OBE) Foundation Phase educators Arts integration Music education Music theses SDG-04 SDG-04: Quality education Music theses SDG-10 SDG-10: Reduced inequalities Mini Dissertation (MMus)--University of Pretoria, 2018. The implementation of Music according to the Curriculum and Assessment Policy Statement (CAPS) in the Foundation Phase is not adequate. Reasons for this incorporate inter alia lack of knowledge of Music pedagogy by Foundation Phase educators, lack of resources and poor assistance and monitoring from the Department of Education. The study was based on qualitative case study method, exploring the experiences of Foundation Phase educators in implementing Music according to CAPS. Interviews were held with three Foundation Phase educators. Data was also collected by means of observations and analysing personal documents such as learners‟ class work books and educators‟ Music files. Analyses of the data obtained showed that Foundation Phase educators who participated in the research did not have Music teaching experience before the introduction of CAPS in 2012. A key concern is that these participants did not plan for Music and the time allocated for it was used to teach the so-called core subjects such as Mathematics and Languages. Moreover, educators who participated in this study would only make learners to sing at the beginning of lessons of study areas such as beginning knowledge and Mathematics as an effort to integrate Music with other subjects. Recommendations included development of a partnership between any University that offers Music and the North West Department of Education which may assist with Music pedagogy and to augment resources such as relevant books and Musical instruments. ae2025 Music MMus Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities 2018-12-05T08:04:52Z 2018-12-05T08:04:52Z 2009/05/18 2018 Mini Dissertation Lerumo, KS 2018, Implementing Music according to the Curriculum and Assessment Policy Statement (CAPS): Experiences of Foundation Phase educators, MMus Mini Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/67763> S2018 http://hdl.handle.net/2263/67763 en © 2018 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 | Unrestricted UCTD Curriculum and Assessment Policy Statement (CAPS) Social constructivism Outcomes Based Education (OBE) Foundation Phase educators Arts integration Music education Music theses SDG-04 SDG-04: Quality education Music theses SDG-10 SDG-10: Reduced inequalities Implementing Music according to the Curriculum and Assessment Policy Statement (CAPS) : experiences of Foundation Phase educators |
| title | Implementing Music according to the Curriculum and Assessment Policy Statement (CAPS) : experiences of Foundation Phase educators |
| title_full | Implementing Music according to the Curriculum and Assessment Policy Statement (CAPS) : experiences of Foundation Phase educators |
| title_fullStr | Implementing Music according to the Curriculum and Assessment Policy Statement (CAPS) : experiences of Foundation Phase educators |
| title_full_unstemmed | Implementing Music according to the Curriculum and Assessment Policy Statement (CAPS) : experiences of Foundation Phase educators |
| title_short | Implementing Music according to the Curriculum and Assessment Policy Statement (CAPS) : experiences of Foundation Phase educators |
| title_sort | implementing music according to the curriculum and assessment policy statement caps experiences of foundation phase educators |
| topic | Unrestricted UCTD Curriculum and Assessment Policy Statement (CAPS) Social constructivism Outcomes Based Education (OBE) Foundation Phase educators Arts integration Music education Music theses SDG-04 SDG-04: Quality education Music theses SDG-10 SDG-10: Reduced inequalities |
| url | http://hdl.handle.net/2263/67763 |