Challenges of mainstreaming indigenous African music at intermediate phase (Grades 4-6) in South African primary schools: A Case Study of three schools in Gauteng Province, South Africa

Since its inception, the study of music in South African schools has been fashioned on Western Classical models. The change in orientation from the Eurocentric to the Afrocentric approach required that indigenous African music be accorded space in the curriculum. This study explores challenges in mainstreaming indigenous African music in the curriculum of South African primary schools. It specifically focuses on the Intermediate Phase (grades 4-6). This study enlists a variety of appropriate qualitative methodologies, such as interviews carried out with a sample of educators and schools. It also analysed relevant DVDs of indigenous African music performances. It is envisaged that findings emanating from this study will be of value to music educators, music curriculum planners, education specialists, and other stakeholders. The dissemination methods will include publications of relevant teaching materials for classroom purposes, as well as generating research articles for scholarly discourse.

Author dc:creator

• Mailula, Kgaogelo A.

Advisors dc:contributor.advisor

• Mapaya, M. G.
• Matshidze, P.

• Curriculum Assessment Policy Statement
• Indigenous African music
• Integrated musical arts
• Magnet schools
• Mmino wa setso
• National Curriculum Statement

Statement dc:rights

• University of Venda

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/11602/1139

OAI identifier oai:identifier

oai:univendspace.univen.ac.za:11602/1139