TABLE OF CONTENTS
CHAPTER 1
INTRODUCTION AND ORIENTATION TO THE STUDY
- INTRODUCTION……………………………………………………………………………………………… 1
- BACKGROUND TO THE STUDY……………………………………………………………………. 4
- PROBLEM STATEMENT…………………………………………………………………………………. 6
- DELIMITATION OF THE STUDY……………………………………………………………………… 7
- PURPOSE OF THE STUDY……………………………………………………………………………. 8
- RESEARCH DESIGN……………………………………………………………………………………… 9
- Philosophical foundation………………………………………………………………………………… 9
- Research approach……………………………………………………………………………………….. 10
- Literature study and conceptual analysis………………………………………………………. 10
- The Delphi method………………………………………………………………………………………… 11
- DEFINITION OF TERMS……………………………………………………………………………….. 11
- Constructivist coaching…………………………………………………………………………………. 11
- Music in a supporting function………………………………………………………………………. 12
- Creativity………………………………………………………………………………………………………… 13
- Creativity training…………………………………………………………………………………………… 13
- Learning disabilities………………………………………………………………………………………. 14
- Continuous Professional Learning……………………………………………………………….. 15
- Open and Distance Learning………………………………………………………………………… 16
- Primary school learners…………………………………………………………………………………. 16
- Music for All…………………………………………………………………………………………………… 17
- THE STRUCTURE OF THE THESIS…………………………………………………………….. 18
- CONCLUSION………………………………………………………………………………………………. 19
CHAPTER 2
THE NATURE OF CREATIVITY AND MUSIC
- INTRODUCTION……………………………………………………………………………………………. 20
- CREATIVITY………………………………………………………………………………………………….. 21
- The nature of creativity………………………………………………………………………………….. 21
- Categories of creativity…………………………………………………………………………………… 24
- Operational definition of creativity…………………………………………………………………. 25
- The creativity complex……………………………………………………………………………………. 26
- The creative person……………………………………………………………………………………….. 26
- The creative product………………………………………………………………………………………. 28
- The creative process……………………………………………………………………………………… 29
- The creative press/place………………………………………………………………………………… 30
- The value of creativity……………………………………………………………………………………. 30
- The value of creativity for the teacher…………………………………………………………….. 30
- The benefit of creativity for the teacher in their professional lives…………………… 32
- The value of creativity for the learner with learning disabilities……………………… 33
- The importance of creativity in music…………………………………………………………….. 34
- MUSIC…………………………………………………………………………………………………………… 35
- The nature of music………………………………………………………………………………………. 35
- The effect of music on humans…………………………………………………………………….. 39
- Physiological…………………………………………………………………………………………………. 40
- Emotional………………………………………………………………………………………………………. 40
- Cognitive……………………………………………………………………………………………………….. 41
- Social…………………………………………………………………………………………………………….. 43
- The value of music in schools……………………………………………………………………….. 44
- Multiple Intelligences……………………………………………………………………………………… 44
- Musical intelligence……………………………………………………………………………………….. 45
- Consequences for teaching………………………………………………………………………….. 48
- The therapeutic value of music………………………………………………………………………. 48
- Emotional and cognitive enrichment through music………………………………………. 50
- Metacognitive advantages of music……………………………………………………………….. 51
- CREATIVITY………………………………………………………………………………………………….. 21
- Ways in which a non-specialist teacher can use music………………………………… 52
- Listening………………………………………………………………………………………………………… 53
- Singing…………………………………………………………………………………………………………… 55
- Rhythmical activities and movement……………………………………………………………… 55
- Characteristics of class teachers using music in the inclusive classroom…….. 58
- CONCLUSION………………………………………………………………………………………………. 61
CHAPTER 3
THE CREATIVE USE OF MUSIC IN THE INCLUSIVE CLASSROOM TO SUPPORT
LEARNING-DISABLED LEARNERS
- INTRODUCTION………………………………………………………………………………………………………… 63
- THE INCLUSIVE CLASSROOM: SCENARIOS…………………………………………….. 64
- Creativity in an inclusive classroom………………………………………………………………. 73
- Levels at which music can be used creatively in an inclusive classroom……… 76
- First level, the class teacher…………………………………………………………………………… 76
- Second level, the music teacher…………………………………………………………………….. 77
- Third level, the music therapist………………………………………………………………………. 77
- LEARNING DISABILITIES…………………………………………………………………………….. 78
- Manifestations of learning disabilities in developmental skills……………………… 78
- Motor and sensory motor development………………………………………………………….. 79
- Perceptual development………………………………………………………………………………… 81
- Memory………………………………………………………………………………………………………….. 83
- Attention…………………………………………………………………………………………………………. 83
- Language………………………………………………………………………………………………………. 84
- Cognitive development………………………………………………………………………………….. 84
- Social competence………………………………………………………………………………………… 86
- Manifestations of learning disabilities in academic skills………………………………. 86
- Language………………………………………………………………………………………………………. 86
- Mathematical skills………………………………………………………………………………………… 87
- Manifestations of learning disabilities in developmental skills……………………… 78
- THE INCLUSIVE CLASSROOM: SCENARIOS…………………………………………….. 64
- MUSICAL ACTIVITIES TO SUPPORT LEARNING DISABLED LEARNERS 87 3.4.1 Developmental skills……………………………………………………………………………………. 88
- The development of motor and sensory motor skills………………………………………. 88
- The development of perceptual skills…………………………………………………………….. 92
- The development of memory…………………………………………………………………………. 95
- The development of attention…………………………………………………………………………. 96
- The development of language……………………………………………………………………….. 97
- The development of cognitive skills……………………………………………………………….. 99
- The development of social competence………………………………………………………. 101
- Academic skills……………………………………………………………………………………………. 102
- Language: reading, spelling and writing………………………………………………………. 102
- Mathematical calculations and skills……………………………………………………………. 104
- CONCLUSION…………………………………………………………………………………………….. 105
CHAPTER 4
ASPECTS OF CONTINUOUS PROFESSIONAL LEARNING AND OPEN AND DISTANCE EDUCATION TO CONSIDER IN THE DEVELOPMENT OF A
LEARNING PROGRAMME: MUSIC FOR ALL
- INTRODUCTION……………………………………………………………………………………….. 106
- THE IMPROVEMENT OF SCHOOL PERFORMANCE THROUGH CONTINUOUS PROFESSIONAL LEARNING…………………………………………………………………… 107
CHAPTER 5 RESEARCH DESIGN
- INTRODUCTION……………………………………………………………………………………….. 141
- DATA COLLECTION METHOD…………………………………………………………………. 149
- Delphi method…………………………………………………………………………………………… 150
- Comparison of the original Delphi with the variant used in this study…………. 153
- Delphi method…………………………………………………………………………………………… 150
- DATA COLLECTION METHOD…………………………………………………………………. 149
CHAPTER 6: DISCUSSION OF THE FINDINGS
- INTRODUCTION………………………………………………………………………………………….. 164
- DISCUSSION AND APPLICATION OF THE LITERATURE FINDINGS………. 165
- The manifestations of learning disabilities in learners………………………………… 176
- The compilation of the programme: Music for All…………………………………………. 182
- FINDINGS OF THE EMPIRICAL INVESTIGATION……………………………………… 188
- Results of the Delphi evaluation…………………………………………………………………. 188
- Programme………………………………………………………………………………………………….. 189
- Experts’ suggestions that were not backed in the relevant literature…………… 203
- Adapted (revised) programme: Music for All………………………………………………… 204
- Summary of findings of the empirical investigation…………………………………….. 208
- Results of the Delphi evaluation…………………………………………………………………. 188
- DISCUSSION AND APPLICATION OF THE LITERATURE FINDINGS………. 165
CHAPTER 7 CONCLUSION OF THE RESEARCH
- INTRODUCTION……………………………………………………………………………………….. 212
- CONCLUSION ON THE FINDINGS OF THE LITERATURE STUDY………… 213
- Music…………………………………………………………………………………………………………. 214
- Musical activities that general teachers can use for support in the
- Music…………………………………………………………………………………………………………. 214
- CONCLUSION ON THE FINDINGS OF THE LITERATURE STUDY………… 213
classroom………………………………………………………………………………………………….. 216
- Musical examples for the support of learning disabled learners……………….. 217
- RECOMMENDATIONS AND SUGGESTIONS FOR FURTHER RESEARCH 219
BIBLIOGRAPHY…………………………………………………………………………………………………….. 226
APPENDIX 1………………………………………………………………………………………………………….. 256
APPENDIX 2………………………………………………………………………………………………………….. 258
LIST OF TABLES
Table 2.1: Aims of chapter 2…………………………………………………………………………………… 20
Table 2.2: Categories of creativity………………………………………………………………………….. 24
Table 3.1: Aims of chapter 3…………………………………………………………………………………… 63
Table 4.1: Aims of chapter 4………………………………………………………………………………… 107
Table 4.2: Principles of CPL………………………………………………………………………………… 123
Table 5.1: Aims of chapter 5………………………………………………………………………………… 141
Table 5.2: Comparison between the classical Delphi and the variant used………… 154
Table 5.3: List of experts………………………………………………………………………………………. 157
Table 6.1: “Creative” answers to challenges experienced in schools………………….. 166
Table 6.2 Advantages of creative skills in the classroom……………………………………. 168
Table 6.3 The value of creativity for teachers……………………………………………………… 170
Table 6.4 The effect of music on human beings………………………………………………… 171
Table 6.5 Advantages of the creative use of music…………………………………………….. 173
Table 6.6 The manifestations of learning disabilities………………………………………….. 176
Table 6.7 Suggestions of the experts not found in the literature………………………… 203
Table 6.8 Suggestions for the revised programme, Music for All…………………………. 207
LIST OF FIGURES
Figure 1.1 Aims of the study…………………………………………………………………………………… 19
Figure 6.1 Intelligences influenced by the musical intelligence………………………….. 173
Figure 7.1 Review of the study…………………………………………………………………………….. 212
CHAPTER 1
INTRODUCTION AND ORIENTATION TO THE STUDY
INTRODUCTION
In South Africa in particular, classes are generally very big and teachers often find the diversity that is present among the learners in these large classes very daunting. Although a diversity of learning styles, talents and personalities has always been a key factor in the classroom, teachers in the past also taught within a framework of many commonalities because of the uniformity of culture, age and background of especially white learners in South Africa prior to 1994. Learners with barriers to learning were previously referred to special classes or specialised schools. In the case of many black learners in Africa, those with severe barriers to learning were often not sent to school, and those with less obvious barriers were included by default in general classes (Ainscow 1994:186). Consequently teachers were seldom required to teach specifically learners with physical impairments, such as visually or hearing-impaired learners, or learners with other severe barriers to learning in their classes. Today, however, diversity in the classroom implicates not only learners with specific barriers to learning (academic, emotional and socio-economic), but also learners from diverse cultural, gender, age, skills and language backgrounds (De Villiers 2000:1).
Inclusion, as a response to diversity, refers to attempts by educational authorities, schools and individual teachers to integrate all learners in the teaching-learning process. Since the practical implementation of inclusion is a continuous process, the government and teachers have to consider ongoing and concrete steps designed to ensure sustainable change in the most effective way possible.
Both nationally and internationally there is currently a tendency to educate learners in an inclusive environment. An important document in this regard is the Salamanca Statement, issued in 1994 at Salamanca, Spain, by the United Nations Educational, Scientific and Cultural Organisation (Unesco) and intended to serve as a directing principle for international education fraternities. In 1996, the National Commission on Special Needs in
Education and Training (NCSNET) was allocated the task of advising the Minister of Education in South Africa on the education of learners with special educational needs. According to this report, an inclusive learning environment is one that:
promotes the full personal, academic and professional development of all learners irrespective of race, class, disability, religion, learning styles and language. It is one which is free from discrimination, segregation, and harassment and which intentionally tries to facilitate an atmosphere of mutual acceptance and respect It respects the rights of all
learners and enables them to participate fully in a democratic society (NCSNET 1997:vi).
The definition and implications of the above were highlighted in the policy documents that followed, such as the White Paper 6 (2001), which state, inter alia, that:
All learners can learn, but they need support. This principle coincides with that of Outcomes-based Education.
- The fact that all learners are different in some way and consequently have different learning needs, must be accepted and respected.
- Conditions at school (educational structures, systems, teaching methods, teachers’ skills) should be such that they can meet the needs of all learners, also those who previously qualified to attend specialised schools.
- The participation of all learners should be maximised in order to empower them to develop their individual strengths.
- Teachers who lack the necessary expertise and skills will have to develop them by attending one or more appropriate programmes.