Teaching and Learning of the Music Component of the Creative Arts Subject: A Case of Primary Schools in South Africa
Abstract
Boitshepo Ntshole*, Ndwamato George Mugovhani and Sakhiseni Joseph Yende
South Africa became a democratic country after apartheid ended in 1994. Since then, important milestones in improving teaching and learning have been implemented, especially in basic education. The South African Department of Basic Education (DBE) prescribed policy documents to guide the teaching and learning of subjects in schools. In South African primary schools, music is packaged as one of four components (drama, dance, visual arts and music) of a broader subject called Creative Arts. Music is a compulsory subject taught in the Foundation Phase under the Department of Basic Education. This study aimed to examine the teaching and learning of the music component of the Creative Arts subject in primary schools of Morokweng in the North West Province. A qualitative research method was employed using a case study design and a review of relevant scholarly writings. Interviews were also conducted with various stakeholders at the selected schools. The findings of this study demonstrated that the music component is important in developing the learners’ creative, cognitive, emotional, and social development skills. The study further revealed that the music component is not receiving the required support and is not placed on equal standing with other learning components and subjects. Whereas the syllabus and lesson plan established by the Department of Basic Education indicates that all the components of the Creative Arts subject must receive equal attention in both theory and practical, the music component is not receiving the attention it deserves. One of our recommendations is that the school's management should have musically inclined personnel for the music component and see to it that the component is treated fairly like all the other disciplines.
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