The church organist's rappers: Redefining roles and strategies in music education
Abstract
Arts and culture teachers often are ill-equipped to meet the requirements of school music
programmes. They labour especially to accommodate the diverse musical preferences of
learners. This discussion accordingly describes the implementation of a once-off rap
programme at an inner-city secondary school in Pretoria. It shows the programme
evolving fitfully into a remarkably effective synergy between a teacher (trained as a
church organist), the formal schooling system, school learners as well as community
musicians. However, this synergy was dependent on the teacher relinquishing her
cultural and musical preferences in favour of a popular music programme linked to the
social experiences of learners. The successful unfolding of this programme demanded
that the teacher surrender the conventional status of omniscient, authoritative educator
in accordance with the principles of learner-centered approaches. The role of the teacher
consequently became that of project coordinator and facilitator, while the needs, goals
and actions of learners were central to, and motivated experiential and reflective group
learning. Learners applied theoretical knowledge in musical creation and performance,
continuously assessed their progress, and redefined their objectives as required. The
consequent development by them of a combination of communicative, cognitive,
emotional and social skills reveals the value in music education of oral processes of
learning, as well as the role of community musicians. It also underscores the value of the
school as formal setting of social interaction and education, as well as the indispensable –
if redefined – role of the educator.