A critical comparison of the role and function of music education in the foundation phase of the post-apartheid South African school curricula

Abstract

Music education in South Africa has been portrayed as a multifaceted and complex journey (Stig-Magnus, 1997: 1), because of the political influences which have been evident in the country’s education system since 1658. South African music education has developed from 1997-2011 over the years from a skill that has to be taught, promoting the development of positive citizenship. The study was based on a critical investigation of the shift in content between the three National Curriculum Statements, namely the National Curriculum Statement 1997, the Revised National Curriculum Statement 2002 and the Curriculum and Assessment Policy Statement 2011. An in-depth comparison and analysis of the documents of the National Curriculum Statement of 1997 and 2002 against that of the Curriculum Assessment and Policy Statement, 2011 with regard to integration of music education in the Foundation Phase was done. Analysis of the data indicate very little variance in the knowledge, skills and values of the three National Curriculum Statements in respect to philosophy and methodology of music education within the Foundation Phase. The study addresses questions surrounding the specific role and function of music education within the Foundation Phase as well as the way in which South African music educators have coped with the transition of curricula change from 1997 through to 2011. Research reveals strong educational influences from international countries and philosophers and the relationship between language and music is evident in the teaching methods of these philosophers. The researcher strongly recommends a continuation of philosophical and theoretical prescriptions by international influences whilst simultaneously strengthening the existing curriculum which all music educators in South Africa can utilise and which will subsequently make the curriculum uniquely South African.