dc.contributor.advisor |
Cruywagen, Sonja |
|
dc.contributor.postgraduate |
Green, Sarah |
|
dc.date.accessioned |
2021-02-05T09:03:20Z |
|
dc.date.available |
2021-02-05T09:03:20Z |
|
dc.date.created |
2021-04 |
|
dc.date.issued |
2020-10 |
|
dc.description |
Dissertation (MMus (Music Education))-- University of Pretoria, 2020. |
en_ZA |
dc.description.abstract |
Schools have to adjust to accommodate subjects that are 21st century appropriate in an
already full curriculum. Educators feel overwhelmed and unequipped to handle all the
expectations of the curriculum. Many are led to believe that Mathematics, Language and
Music go hand in hand. There must be a more effective way to teach these three subjects,
especially considering the biggest concern in education is always insufficient time. This
study investigated the natural relationships between English, Mathematics and Life Skills in
the Foundation Phase, to determine if true integration is viable. A document analysis was
conducted to examine various curriculum documents including the National Curriculum, the
National Protocol for Assessment Grade R – 3, and the CAPS document with the focus on
Mathematics, English and Life Skills in the Foundation Phase. The findings include the
potential for introducing integration of musical activities through similar topics as well as
using various teaching and learning strategies that are able to construct deeper
understanding. Considering the natural connections between subjects and themes, music
activities can offer validity in the curriculum. |
en_ZA |
dc.description.availability |
Unrestricted |
en_ZA |
dc.description.degree |
MMus (Music Education) |
en_ZA |
dc.description.department |
Music |
en_ZA |
dc.identifier.citation |
Green, S 2020, An exploration of how Foundation Phase Mathematics and English can enhance teaching and learning through Music integration, according to the South African Curriculum., MMus (Music Education) Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/78275> |
en_ZA |
dc.identifier.other |
A2021 |
en_ZA |
dc.identifier.uri |
http://hdl.handle.net/2263/78275 |
|
dc.language.iso |
en |
en_ZA |
dc.publisher |
University of Pretoria |
|
dc.rights |
© 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
|
dc.subject |
Music Education |
en_ZA |
dc.subject |
UCTD |
|
dc.subject |
Schools |
|
dc.subject |
Curriculum |
|
dc.subject |
21st century |
|
dc.subject |
Educators |
|
dc.subject |
Overwhelmed |
|
dc.subject |
Mathematics |
|
dc.subject |
Language |
|
dc.subject |
Music |
|
dc.subject |
Effective teaching |
|
dc.subject |
Education |
|
dc.subject |
Insufficient time |
|
dc.subject |
Foundation Phase |
|
dc.subject |
Document analysis |
|
dc.subject |
National Curriculum |
|
dc.subject |
CAPS document |
|
dc.subject |
Life Skills |
|
dc.subject.other |
Music theses SDG-04 |
|
dc.subject.other |
SDG-04: Quality education |
|
dc.subject.other |
Music theses SDG-09 |
|
dc.subject.other |
SDG-09: Industry, innovation and infrastructure |
|
dc.subject.other |
Music theses SDG-10 |
|
dc.subject.other |
SDG-10: Reduced inequalities |
|
dc.title |
An exploration of how Foundation Phase Mathematics and English can enhance teaching and learning through Music integration, according to the South African Curriculum. |
en_ZA |
dc.type |
Dissertation |
en_ZA |