Music Arts Education: The Role of In-Service Courses for Serving Teachers

Author(s)

Pedzisai Goronga , Pedzisai Goronga , Roswitta Gatsi ,

Download Full PDF Pages: 13-20 | Views: 1036 | Downloads: 270 | DOI: 10.5281/zenodo.3408178

Volume 2 - June 2013 (06)

Abstract

Music in-service courses for serving teachers in both primary and secondary schools are significant elements in the development of appropriate links between theory and practice in the provision of relevant twenty first century music arts education. Pre-service teacher programmes hardly satisfy the needs of trainees to effectively teach music by the time they complete their courses within three years of generalist education. Given other compounding factors like non examination status of music at the end of the primary education course, inadequate funding, limited facilities and funding, and insensitive school authorities, music education for all school going children does not receive the attention it deserves. The focus by schools on choral, percussion and traditional dance competitions is dysfunctional and a negation of the need for inclusive musical arts education as an element of a comprehensive education. Regular in-service courses can make teachers aware of trends and relevant other developments in child development theories, philosophy, and teaching methods that can assist in nurturing best practices which expose learner perceptions, concepts and skills from an early age, This article reports the experiences resulting from field work conducted in Norton where observations were made on primary teachers at music in-service workshops. The study takes a qualitative dimension where researchers used guided interview to learn about participants’ experiences in schools as they taught music. 

Keywords

music, music arts education, traditional dance, percussion band, musical instruments, music educator, in-service

References

  1. Association for the development of education in Africa (1998). Resource material for school inspectors.
  2. Axelson,O. (1974). Historical notes on neo- African church music. Zambezia 3(2), 89-102.
  3. Bagwadeen, D.R. & Louw, W.J. (1993). Theory and practice of in-service education and training for teachers in South Africa. Pretoria: Van Schaik
  4. Berliner,F.P.(1981).The soul of mbira: Music and Traditions of the Shona people of Zimbabwe. Los Angeles: University of California.
  5. Campbell,P.S. (2000). What music really means to children. Music Educators Journal 32-36.
  6. Cammbell, P.S. (1991). Lessons from the world: Across cultural guide to music teaching and learning. New York: Schirmer.
  7. Chivore, B.R. S.(1987). The contribution of the teachers towards development in Zimbabwe. Harare: Spade Books.
  8. Choksy, L. (1987).The Kodaly method. Englewood Cliffs: Prentice Hall.
  9. Fields,S.(1995). Careers in the music industry. New York: Facts on File Inc.
  10. Gardner , H. (1983). Frames of mind: The theory of multiple intelligences. New York : Basic Books.
  11. Gardner, H.(1995b). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan.77 93) 200-203, 206-209.
  12. Gardner, H. & Hatch, T. (1995). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. In Forgarty, R. (Ed.), Multiple intelligences: a collection (pp.147-168). Arlington Heights,IL: IRI/Skylight Training and Publishing, Inc.
  13. Grove, P., van Niekerk, C & van der Mescht, H. (2003). Researching on a new perspective on music education in South Africa. Perspectives in Education, 21 (2), 57-70.
  14. Hugo, E. & Hauptfleisch, S(1993).(Eds). Effective music education in South African teacher education. Pretoria: Human Sciences Research Council.
  15. Haack, P. (1997). Toward a social/ functional education. In R Rideout (Ed), On the sociology of music education 85-89. Norman, OK: University of Oklahoma.
  16. Ittzes, M.(2004).Zoltan Kodaly, 1882-1967. International Journal for Music Education. 22 (2), 131-147.
  17. Jones, C. (1991).Making music: Musical instruments in Zimbabwe past and present. Harare: Academic Books.
  18. Jorgensen,E.R. (1990).Philosophy and the music teacher: Challenging the way to think. Music Educators Journal, 76, 17-23.
  19. Kauffman, R. (1970). Multi-part relationships in the Shona music of Rhodesia. Los Angeles: PhD Dissertation, University of California.
  20. Klopper, J. C. (2000). Music and early childhood education in Orapa: An introductory course. Unpublished MOP 880 Report for M Mus (Course Work) University of Pretoria.
  21. Lundquist, B. & Szego, C.K.(1998).(Eds). Music of the world‟s cultures: A source for music educators. Callaway International Resource Centre for Music Education (CIRCME).
  22. Mills, J. (1991). Music education: An introduction. London: Cambridge University.
  23. Mills, S.W.(2001).The role of musical intelligence in a multiple intelligences focused elementary school. International Journal of Education and the Arts, Vol 2. No 4.
  24. Nel, Z.(2007). Teaching western classical through dramatisation to teachers in Mauritius. International Society for Music Education newsletter.
  25. Swanwick,T. (1992). Musical knowledge: Intuition analysis and music education. London: Routledge.
  26. Webster, P. (1987).Conceptual basis for creative thinking in music. In Peery, J., Peery, I. & Drapper, T. (Eds.). Music and child development.(pp158-174). New York: Springer- Verlag.
  27. Van Niekerk, C. (2006). Report on the Sekhukhune Limpopo Province music in-service workshop for primary school teachers.
  28. Zvobgo, R.(1996). The Methodists in Zimbabwe. Harare: College Press.
  29. Acknowledgement is extended to Professor Caroline van Niekerk, course coordinator in Masters in Music in the Faculty of Human Science, University of Pretoria.

Cite this Article: