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dc.contributor.authorVan As, Rosa
dc.contributor.authorKruger, Jaco
dc.date.accessioned2014-11-20T12:52:26Z
dc.date.available2014-11-20T12:52:26Z
dc.date.issued2014
dc.identifier.citationVan As, R. & Kruger, J. 2014. The church organist's rappers: Redefining roles and strategies in music education. TD: The Journal for Transdisciplinary Research in Southern Africa, 10(2):236-252, Nov. [http://dspace.nwu.ac.za/handle/10394/3605]en_US
dc.identifier.issn1817-4434
dc.identifier.urihttp://hdl.handle.net/10394/12583
dc.identifier.urihttp://dspace.nwu.ac.za/handle/10394/3605
dc.description.abstractArts 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.en_US
dc.description.urihttps://doi.org/10.4102/td.v10i2.112
dc.language.isoenen_US
dc.subjectAction learningen_US
dc.subjectCreative artsen_US
dc.subjectMusic educationen_US
dc.subjectLearner-centered educationen_US
dc.subjectRapen_US
dc.titleThe church organist's rappers: Redefining roles and strategies in music educationen_US
dc.typeArticleen_US
dc.contributor.researchID21516693 - Van As, Rosina
dc.contributor.researchID10193405 - Kruger, Jaco Hentie


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