The enduring presence of Trinity College London in music in Johannesburg : a case study

Abstract

As benign heirlooms from Africa's colonial past, the British external music examination boards have been significant role-players in the music education landscape in South Africa, in spite of deep cutting reforms on the social and education fronts since 1994 in a post-apartheid political era. The purpose of this study was to investigate Trinity College of London in music in Johannesburg and the enduring presence it has maintained for more than a century. The investigation followed a qualitative research design and the research approach was through an exploratory case study. Eight participants were selected and the elitist nature and economic factors accompanying participation in the TCL external music examinations limited the selection of centres to three independent schools and two private studios. Further limitations to the study centred around unsuccessful attempts to locate participants in government schools and geographically the study was limited to the Johannesburg area. Information was elicited from the participants through-open ended questions in semi-structured interviews. Five themes emerged from the data collected, these being music education, assessment in music, teaching and learning, other external examination boards and the impact of TCL. The findings of the investigation allow for reader-determined transferability to students and practitioners involved in similar teaching and learning settings. TCL's philosophy is one of providing music education through a graded system, with assessment as its heartbeat. Challenges around assessment came into focus, noticeably so with the introduction of contemporary music styles in the Rock & Pop syllabi. The manner in which contemporary musicians teach and learn surfaced, with classically trained teachers finding themselves functioning in an ever-changing soundscape filling the corridors of their institutions. The enduring presence of TCL is cemented by the international benchmarking their examinations offer and candidates receive feedback in the form of comments and marks provided by an independent assessor. In an age of accountability, success in its examinations is validation of the time, effort and funds invested by the various role players. Operating in a business-like fashion in an achievement driven society, the teacher, student and parent become satisfied consumers of the TCL brand, with tangible proof of success in the form of holding a certificate in the hand. Positive spin-offs are the life skills that students acquire by gaining valuable social skills with their music-making abilities and in the form of gaining confidence and the building of self-esteem. TCL's vision to tap into the musical tastes of a techno-savvy society has come a long way towards cementing its enduring reputation of providing a framework for quality music education and assessment