Evaluating Music Production Students’ Awareness of Ethical Sampling

This study aimed to investigate South African music production students’ awareness of ethical sampling and related legal obligations, and how this awareness interrelates with day-to-day production practices and learning needs. It examined what students know about the ethical use of samples, how their views relate to their actions, and the extent to which current pedagogy has equipped them to navigate permissions, licensing, and attribution. Following a constructivist method that views meanings as co-constructed and context-dependent, this study used a qualitative design, using semi-structured, one-on-one interviews conducted at two tertiary institutions in Gauteng. Lecturers from the institutes selected 12 students from two programmes who had previously used samples in their songs. The researcher recorded the interviews before transcribing and coding the data according to Braun and Clarke’s thematic analysis framework. The study demonstrated credibility and dependability by recognising the researcher’s position as co-constructor and by using the reflexive journals maintained throughout the analysis. Analysis of the data produced the following three themes: Knowledge Hierarchies, Respect and Ownership, and Risk and Fear. Copyright laws protect original works, and music producers need to make decisions concerning reuse, attribution, permission, and ownership. As learning is often informal, students’ knowledge of licence requirements and clearances is inconsistent. Informal experiences lead to an uneven understanding of licensing and clearance. Some of the ethical considerations discussed related to attribution, seeking permission, and a preference for original production or recreation, centred on issues of respect and ownership. Several other risks and fears, ranging from licensing and clearance barriers to documented concerns about detection, cost, and timeliness, encouraged evasion through audio-altering techniques. The study aligns with other studies that promote a practical pedagogical approach to copyright literacy, amalgamating ethical reasoning with production competencies. This study suggests a six- to eight-week module for music institutions that educates students on Creative Commons licence frameworks, clearance procedures, and the recognition of rightsholders through diverse exercises and inclusive module discussions, equipping them with the requisite knowledge to release their songs legally and ethically in South Africa. Keywords: Copyright, Copyright infringement, Creative Commons, Ethical sampling, Licensing, Music production students, Music sampling, Qualitative study, Sample clearance, Semi structured interviews, South Africa.

Grantor dc:publisher

Stellenbosch : Stellenbosch University

Year dc:date.issued

2026

Author dc:creator

• Leonard, John Gordon

Advisor dc:contributor.advisor

• Roux, Gerhard W.

Language dc:language.iso

en

Repository record dc:identifier.uri

https://scholar.sun.ac.za/handle/10019.1/136287

OAI identifier oai:identifier

oai:scholar.sun.ac.za:10019.1/136287