An exploration of transformative piano teaching in Pretoria : a case study

Abstract

This dissertation explored the lived experiences of piano teachers in Pretoria with reference to the principles of ubuntu. Ubuntugogy as described by Bangura sets the outlines of piano teaching on a Western instrument in an African context. This exploration of Western stimuli into African backdrop was placed within the conceptual framework of the views on music education by Elliott, the critical thinking of Freire and transformative learning as described by Mezirow. Qualitative research through a case study took place. Semi-structured interviews were conducted as the method to collect the data and analysis of the data took place. It was revealed that curricula of piano examinations need to be addressed to be trans-cultural instead of mono-cultural because the current prescribed music examination syllabi have a negative influence on transformative piano teaching. Piano teachers are concerned about the performance driven society and the negative consequences thereof for piano teaching. A critical need for more accessible South African piano music for junior players also emerged. The future might ask for some serious changes at the side of piano teachers because time might be running out for the piano as prominent instrument in South Africa. Current piano teachers are therefore the only future of the piano in Africa.