Analysis of selected choral works by John Tavener with particular reference to the post-1977 works
- Authors: Imrie, Sally
- Date: 1998
- Subjects: Tavener, John Choral music
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:2642 , http://hdl.handle.net/10962/d1002307
- Description: This thesis deals with sacred choral music written by John Tavener, a British composer born in 1944. It touches briefly on the background of Tavener and his early works (i.e. from about 1960-1976) - two works from that period have been selected for analysis, Celtic Requiem and Nomine Jesu. The main body of the thesis is concerned with those works composed,.after 1977, which show the influence of the Orthodox Church and Byzantine hymnography on Tavener's stylistic development. The selected works from this period to be analysed are: Ode of St Andrew of Crete, Two Hymns to the Mother of God, Magnificat, Nunc Dimittis, The Uncreated Eros, Eonia and We Shall See Him As Heis.
- Full Text:
- Date Issued: 1998
- Authors: Imrie, Sally
- Date: 1998
- Subjects: Tavener, John Choral music
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:2642 , http://hdl.handle.net/10962/d1002307
- Description: This thesis deals with sacred choral music written by John Tavener, a British composer born in 1944. It touches briefly on the background of Tavener and his early works (i.e. from about 1960-1976) - two works from that period have been selected for analysis, Celtic Requiem and Nomine Jesu. The main body of the thesis is concerned with those works composed,.after 1977, which show the influence of the Orthodox Church and Byzantine hymnography on Tavener's stylistic development. The selected works from this period to be analysed are: Ode of St Andrew of Crete, Two Hymns to the Mother of God, Magnificat, Nunc Dimittis, The Uncreated Eros, Eonia and We Shall See Him As Heis.
- Full Text:
- Date Issued: 1998
An analysis of pacing and sequencing of reading instruction in three grade 1 classrooms where isiXhosa is the language of learning and teaching
- Authors: Masola, Athambile
- Date: 2012
- Subjects: Reading (Elementary) -- Study and teaching -- Foreign speakers -- Research -- South Africa Literacy -- Education (Primary) -- Research -- South Africa English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1420 , http://hdl.handle.net/10962/d1003301
- Description: Reading development in the Foundation Phase (FP) is central to children’s success as they progress through school. However, evaluations in South Africa such as the Annual National Assessments (ANAs) and the Progress in International Reading Literacy Study (PIRLS) (2006) show that reading achievement in the Foundation Phase is low, especially for children learning with African languages as their home language. This thesis examines pacing and sequencing in three Grade 1 literacy classes where isiXhosa is the language of learning and teaching (LOLT). The research took the form of a case study, focusing on the teachers’ classroom practice and how they understand their practice. Documents related to reading development in the Foundation Phase are analysed with regard to pacing and sequencing, examining how the curriculum frames literacy for teachers in the Foundation Phase. The teachers’ understanding in relation to their social context is also an important part of this research. In the thesis the way in which the teachers sequence and pace learning is analysed, drawing on Bernstein’s notions of internal and external framing, and Bourdieu’s notion of the habitus. The intended curriculum and the implemented curriculum are then compared. The results confirm that in low socio‐economic status (SES) schools, the level of poverty has an impact on teaching practice. The results also show that pacing and sequencing are reliant on the degree of planning amongst teachers. The level of development amongst learners also plays a role in how teachers organise their practice in order to differentiate the teaching of reading for all learners. The understanding that teachers have about their teaching practice are layered and influenced by their experiences, history and memories as teachers. The thesis concludes that there is a need to develop teachers’ understanding of planning and organising the teaching of reading, especially when the learners are from poor communities and do not get support in the home. In order for teachers to improve their practice, it is important for them to have the opportunity to reflect on and understand their practice.
- Full Text:
- Date Issued: 2012
- Authors: Masola, Athambile
- Date: 2012
- Subjects: Reading (Elementary) -- Study and teaching -- Foreign speakers -- Research -- South Africa Literacy -- Education (Primary) -- Research -- South Africa English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1420 , http://hdl.handle.net/10962/d1003301
- Description: Reading development in the Foundation Phase (FP) is central to children’s success as they progress through school. However, evaluations in South Africa such as the Annual National Assessments (ANAs) and the Progress in International Reading Literacy Study (PIRLS) (2006) show that reading achievement in the Foundation Phase is low, especially for children learning with African languages as their home language. This thesis examines pacing and sequencing in three Grade 1 literacy classes where isiXhosa is the language of learning and teaching (LOLT). The research took the form of a case study, focusing on the teachers’ classroom practice and how they understand their practice. Documents related to reading development in the Foundation Phase are analysed with regard to pacing and sequencing, examining how the curriculum frames literacy for teachers in the Foundation Phase. The teachers’ understanding in relation to their social context is also an important part of this research. In the thesis the way in which the teachers sequence and pace learning is analysed, drawing on Bernstein’s notions of internal and external framing, and Bourdieu’s notion of the habitus. The intended curriculum and the implemented curriculum are then compared. The results confirm that in low socio‐economic status (SES) schools, the level of poverty has an impact on teaching practice. The results also show that pacing and sequencing are reliant on the degree of planning amongst teachers. The level of development amongst learners also plays a role in how teachers organise their practice in order to differentiate the teaching of reading for all learners. The understanding that teachers have about their teaching practice are layered and influenced by their experiences, history and memories as teachers. The thesis concludes that there is a need to develop teachers’ understanding of planning and organising the teaching of reading, especially when the learners are from poor communities and do not get support in the home. In order for teachers to improve their practice, it is important for them to have the opportunity to reflect on and understand their practice.
- Full Text:
- Date Issued: 2012
An investigation into the implementation of the life orientation curriculum in selected Fort Beaufort district high schools
- Authors: Adewumi, Toyin Mary
- Date: 2012
- Subjects: Life skills -- South Africa -- Eastern Cape , Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , High school teaching -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape -- Aids and devices , Teachers -- Job stress -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16174 , http://hdl.handle.net/10353/541 , Life skills -- South Africa -- Eastern Cape , Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , High school teaching -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape -- Aids and devices , Teachers -- Job stress -- South Africa -- Eastern Cape
- Description: The challenges of implementing the curriculum for the Life Orientation learning areas in the National Curriculum Statement have been a matter of concern for South African schools. This study sheds light on the implementation of the LO curriculum in selected high schools in the Fort Beaufort District, in the Eastern Cape Province in South Africa. The study adopted a qualitative approach and used face-to-face interviews, focus group interviews, classroom observation and document analysis to collect the data. The purpose of the study was to investigate the implementation of the Life Orientation curriculum in high schools in the Fort Beaufort District. Six high schools from the six clusters in the Fort Beaufort District were purposively selected to form the focus of the study. The participants were six principals, six LO teachers and thirty-six learners. The study revealed that lack of adequate teaching and learning materials in schools affected the implementation of the curriculum. Inadequacy of teaching and learning materials affected both the teachers and learners as they sought to make up for the shortages of teaching and learning materials by sourcing for local materials like news paper and magazine. In some of the schools, teachers made photocopies of textbooks for learners which could be time consuming and added to the teachers‘ workload. The study found that some of the teachers were frustrated because of the lack of adequate teaching and learning materials in LO. The results also revealed that the majority of the teachers had the Advanced Certificate in Education (ACE LO) qualification and/or an undergraduate qualification in Psychology, which are basic requirement for teaching LO, while the others had general teaching qualifications in other subjects. It was found that many learners were positive about LO, but it could not be proven that learners meant all their positive responses as it seemed that learners‘ responses were too good to be true. However, the results showed that learners had at least been taught and were aware of the consequences of the social problems like teenage pregnancy, drug abuse and HIV/AIDS that affect them. Some of the challenges that teachers encountered in the implementation of the Life Orientation curriculum were also highlighted in this study. These include; lack of adequate training which some of the teachers complained did not allow them to handle some topics like career choice and religious education as they should. Some of the teachers also stated that their culture and belief did not permit them to share some LO topics with their learners. There was also the challenge of learners turning against things taught in LO class. The study found that the support and monitoring put in place for LO teachers are in the form of documents such as subject guides, textbooks and sometimes funds to take learners out on outdoor activities, extra teachers to lessen the teachers‘ burdens, advice, workshops and training. There is course moderation where teachers‘ and learners‘ files are marked. In some of the schools where monitoring is carried out, it starts with the Heads of Departments (HODs) and ends with the principal. Many of the schools do not monitor the teaching of LO because of the trust the principals have in the teachers and challenge of school size. Class visits is prohibited by South African Democratic Teachers‘ Union. The subject is not being handled properly despite its importance in helping learners to be adequately guided towards positive self-concept formation, the realisation of their potential, and enabling them to protect themselves from various forms of social violence and abuse, and this in turn would make the society safer.
- Full Text:
- Date Issued: 2012
- Authors: Adewumi, Toyin Mary
- Date: 2012
- Subjects: Life skills -- South Africa -- Eastern Cape , Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , High school teaching -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape -- Aids and devices , Teachers -- Job stress -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16174 , http://hdl.handle.net/10353/541 , Life skills -- South Africa -- Eastern Cape , Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , High school teaching -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape -- Aids and devices , Teachers -- Job stress -- South Africa -- Eastern Cape
- Description: The challenges of implementing the curriculum for the Life Orientation learning areas in the National Curriculum Statement have been a matter of concern for South African schools. This study sheds light on the implementation of the LO curriculum in selected high schools in the Fort Beaufort District, in the Eastern Cape Province in South Africa. The study adopted a qualitative approach and used face-to-face interviews, focus group interviews, classroom observation and document analysis to collect the data. The purpose of the study was to investigate the implementation of the Life Orientation curriculum in high schools in the Fort Beaufort District. Six high schools from the six clusters in the Fort Beaufort District were purposively selected to form the focus of the study. The participants were six principals, six LO teachers and thirty-six learners. The study revealed that lack of adequate teaching and learning materials in schools affected the implementation of the curriculum. Inadequacy of teaching and learning materials affected both the teachers and learners as they sought to make up for the shortages of teaching and learning materials by sourcing for local materials like news paper and magazine. In some of the schools, teachers made photocopies of textbooks for learners which could be time consuming and added to the teachers‘ workload. The study found that some of the teachers were frustrated because of the lack of adequate teaching and learning materials in LO. The results also revealed that the majority of the teachers had the Advanced Certificate in Education (ACE LO) qualification and/or an undergraduate qualification in Psychology, which are basic requirement for teaching LO, while the others had general teaching qualifications in other subjects. It was found that many learners were positive about LO, but it could not be proven that learners meant all their positive responses as it seemed that learners‘ responses were too good to be true. However, the results showed that learners had at least been taught and were aware of the consequences of the social problems like teenage pregnancy, drug abuse and HIV/AIDS that affect them. Some of the challenges that teachers encountered in the implementation of the Life Orientation curriculum were also highlighted in this study. These include; lack of adequate training which some of the teachers complained did not allow them to handle some topics like career choice and religious education as they should. Some of the teachers also stated that their culture and belief did not permit them to share some LO topics with their learners. There was also the challenge of learners turning against things taught in LO class. The study found that the support and monitoring put in place for LO teachers are in the form of documents such as subject guides, textbooks and sometimes funds to take learners out on outdoor activities, extra teachers to lessen the teachers‘ burdens, advice, workshops and training. There is course moderation where teachers‘ and learners‘ files are marked. In some of the schools where monitoring is carried out, it starts with the Heads of Departments (HODs) and ends with the principal. Many of the schools do not monitor the teaching of LO because of the trust the principals have in the teachers and challenge of school size. Class visits is prohibited by South African Democratic Teachers‘ Union. The subject is not being handled properly despite its importance in helping learners to be adequately guided towards positive self-concept formation, the realisation of their potential, and enabling them to protect themselves from various forms of social violence and abuse, and this in turn would make the society safer.
- Full Text:
- Date Issued: 2012
Anta Lo
- Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus), Racine Ly (solo guitar), Ousmane Wade (keyboard), Youssou Camara (drums), Moussa Traore (percussions), Sam Thiam (tama), Fama Lo (chorus), Samba Laobe Ndiaye (bass guitar, arranger, recorded by), Studio 2000
- Authors: Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus) , Racine Ly (solo guitar) , Ousmane Wade (keyboard) , Youssou Camara (drums) , Moussa Traore (percussions) , Sam Thiam (tama) , Fama Lo (chorus) , Samba Laobe Ndiaye (bass guitar, arranger, recorded by) , Studio 2000
- Date: 2000
- Subjects: Popular music , Popular music--Africa, West , Africa Senegal Dakar f-sg
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/128071 , vital:36072 , International Library of African Music, Rhodes University, Grahamstown, South Africa , SDC09-03
- Description: Senegalese band featuring singing accompanied by keyboard, percussion, guitar and talking drum (tama)
- Full Text: false
- Date Issued: 2000
- Authors: Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus) , Racine Ly (solo guitar) , Ousmane Wade (keyboard) , Youssou Camara (drums) , Moussa Traore (percussions) , Sam Thiam (tama) , Fama Lo (chorus) , Samba Laobe Ndiaye (bass guitar, arranger, recorded by) , Studio 2000
- Date: 2000
- Subjects: Popular music , Popular music--Africa, West , Africa Senegal Dakar f-sg
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/128071 , vital:36072 , International Library of African Music, Rhodes University, Grahamstown, South Africa , SDC09-03
- Description: Senegalese band featuring singing accompanied by keyboard, percussion, guitar and talking drum (tama)
- Full Text: false
- Date Issued: 2000
Explored Vygotsky’s concept of mediation in a biliteracy project in the foundation phase of a township school
- Authors: Frans, Nompumelelo Grace
- Date: 2020
- Subjects: Literacy -- South Africa -- Case studies , Education, Elementary -- South Africa -- Case studies , Education, Bilingual -- South Africa -- Case studies , Vygotskiĭ, L S (Lev Semenovich), 1896-1934 , Biliteracy Project (South Africa)
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/147204 , vital:38602
- Description: The research reported on in this thesis explored teacher mediation when a biliteracy approach through task-based teaching and learning is used in a Foundation Phase classroom in a township school in the Eastern Cape. It is an action research aimed at understanding and systematically investigating how and what it means to work with bilingual mediation to ensure cognition, with emphasis on task design, facilitation for cognition, mediation forms and language use. This thesis was motivated by three issues that are still not being adequately addressed: the low level of cognitive work in South African schools, the failure to use the home languages of children throughout schooling as a medium of instruction and assessment (while providing excellent access to English as subject), and a top-down approach to both policy development and teacher professionalisation. These three issues drove me to explore theories that can help address them, and that is how I came to rely mostly on mediation, biliteracy and a task-based approach to teaching. For this research, on data handling I prepared and taught six lessons, but only three of the six lessons were recorded, transcribed and analysed for empirical data. I chose data handling, as in my previous experience I found it to include all the mathematical problem-solving skills which involve addition subtraction, analysing and comparing information. It also offered opportunities for language use, and meaningful interactive co-construction and acquiring of knowledge in the process of teaching and learning. This turned into a form of theory-driven action research, which was also developmental. I was critically reflective on my practices, and my facilitation for cognition and how I use language to make cognition possible. I also looked at the types of activities that I gave learners to help reach maximum development. The data collected from the classroom interactions, shows how I, in some instances, would take decisions, implement them and then find them not to be effective. It also shows some of the challenges I came across, from myself and the learners. Learners challenges were, unfamiliarity with the systematic build-up of data handling, filling in tables, transferring information from one form into a different form, and constructing and analysing bar graphs. This was part of pedagogynot the policy, which indicated inadequate teacher development. This could be because data handling is allocated minimal weighting from the CAPS document, and teachers do not go as in depth as they need to in dealing with data handling. My challenge was to prepare the grade 3 class for more data handling encounters in the higher grades. I had to ensure they grasped data handling concepts in their mother tongue before the switch to English as LoLT, as prescribed by policy. Learners proved to have little or no knowledge with regards to data handling concepts, which meant I had to start from the basics, as I had nothing to build on, and then progress to grade 3 level in one year. This study suggests that for any concept that has to be taught, cognition must be a priority, and strategies on how to facilitate that needs to be well thought out. Teachers need to be aware of theories that can positively impact on their practices. Teacher development is key to improvement of education, especially in the Eastern Cape. That cannot be done in isolation, but in partnership with relevant stakeholders.
- Full Text:
- Date Issued: 2020
- Authors: Frans, Nompumelelo Grace
- Date: 2020
- Subjects: Literacy -- South Africa -- Case studies , Education, Elementary -- South Africa -- Case studies , Education, Bilingual -- South Africa -- Case studies , Vygotskiĭ, L S (Lev Semenovich), 1896-1934 , Biliteracy Project (South Africa)
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/147204 , vital:38602
- Description: The research reported on in this thesis explored teacher mediation when a biliteracy approach through task-based teaching and learning is used in a Foundation Phase classroom in a township school in the Eastern Cape. It is an action research aimed at understanding and systematically investigating how and what it means to work with bilingual mediation to ensure cognition, with emphasis on task design, facilitation for cognition, mediation forms and language use. This thesis was motivated by three issues that are still not being adequately addressed: the low level of cognitive work in South African schools, the failure to use the home languages of children throughout schooling as a medium of instruction and assessment (while providing excellent access to English as subject), and a top-down approach to both policy development and teacher professionalisation. These three issues drove me to explore theories that can help address them, and that is how I came to rely mostly on mediation, biliteracy and a task-based approach to teaching. For this research, on data handling I prepared and taught six lessons, but only three of the six lessons were recorded, transcribed and analysed for empirical data. I chose data handling, as in my previous experience I found it to include all the mathematical problem-solving skills which involve addition subtraction, analysing and comparing information. It also offered opportunities for language use, and meaningful interactive co-construction and acquiring of knowledge in the process of teaching and learning. This turned into a form of theory-driven action research, which was also developmental. I was critically reflective on my practices, and my facilitation for cognition and how I use language to make cognition possible. I also looked at the types of activities that I gave learners to help reach maximum development. The data collected from the classroom interactions, shows how I, in some instances, would take decisions, implement them and then find them not to be effective. It also shows some of the challenges I came across, from myself and the learners. Learners challenges were, unfamiliarity with the systematic build-up of data handling, filling in tables, transferring information from one form into a different form, and constructing and analysing bar graphs. This was part of pedagogynot the policy, which indicated inadequate teacher development. This could be because data handling is allocated minimal weighting from the CAPS document, and teachers do not go as in depth as they need to in dealing with data handling. My challenge was to prepare the grade 3 class for more data handling encounters in the higher grades. I had to ensure they grasped data handling concepts in their mother tongue before the switch to English as LoLT, as prescribed by policy. Learners proved to have little or no knowledge with regards to data handling concepts, which meant I had to start from the basics, as I had nothing to build on, and then progress to grade 3 level in one year. This study suggests that for any concept that has to be taught, cognition must be a priority, and strategies on how to facilitate that needs to be well thought out. Teachers need to be aware of theories that can positively impact on their practices. Teacher development is key to improvement of education, especially in the Eastern Cape. That cannot be done in isolation, but in partnership with relevant stakeholders.
- Full Text:
- Date Issued: 2020
An investigation on the opinions of teachers on the policy implementation of life orientation curriculum: a case study of five schools in Cofimvaba Education District
- Authors: Matshikiza, Spokazi
- Date: 2014
- Subjects: Curriculum-based assessment -- South Africa , Curriculum planning -- South Africa , High school teaching --South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/679 , vital:26487 , Curriculum-based assessment -- South Africa , Curriculum planning -- South Africa , High school teaching --South Africa
- Description: The purpose of this study was to investigate the opinions of teachers on the implementation of Life Orientation curriculum in five schools of the Cofimvaba Education District. In 1994, there were so many changes in South Africa which brought educational transformation at the fore front and centre of all discussions about the changes in general. The curriculum was reviewed and perceived as a guide meant to reflect the values and principles for envisaged learner such as human rights, social and environmental justice with a high level of skills, values and knowledge. Life Orientation as a compulsory subject that was introduced in the epitome of these changes and presents South Africa with the opportunity of providing a meaningful contribution to its youth and mainly as a partial solution to various social problems. The bottom-up model was used to explain the data which was collected from 5 schools in Cofimvaba district using structured interview schedule The schools selected were based in the rural areas of Cofimvaba District and the number of participants interviewed were 15 teachers with different educational qualifications. The data was then arranged and sorted into common themes as well as tallying and ranking of the responses. This was done in order to uncover the main issues that make the findings of the current study. The data collected revealed that some of the Life Orientation teachers from the GET Band (school 2: 3 teachers, school 3: 6 teachers and school 5: 2 teachers) did not receive any training nor support from the Department of Education on implementing Life Orientation and that resulted to implementation difficulties in their schools. However, some teachers that were interviewed in school 1, 2 (3 teachers) and in school 4 joyfully responded by informing the researcher that the Department of Education was supportive to such an extent that the department has provided study material, teaching material, annual teaching plan and also organised support workshops for them. Although that was the case, some schools (2, 3 and 5) are still experiencing some shortages in terms of teaching materials as they go to the neighbouring schools for support. Though there was support that was given by the Department of Education to Life Orientation, it is still inadequate as it could not cater for all the needs of the schools. In addition, the challenges faced by the above mentioned schools may also result in the provision of unbalanced LO curriculum implementation. Support and monitoring is crucial aspect when it comes to implementation of a certain learning area especially when dealing with Life Orientation. This is an easy subject to deal with since it entails issues of life, therefore, whatever support that needs to be provided in future will be appreciated in order to the teachers to be able to implement the curriculum according to its expected standards.
- Full Text:
- Date Issued: 2014
- Authors: Matshikiza, Spokazi
- Date: 2014
- Subjects: Curriculum-based assessment -- South Africa , Curriculum planning -- South Africa , High school teaching --South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/679 , vital:26487 , Curriculum-based assessment -- South Africa , Curriculum planning -- South Africa , High school teaching --South Africa
- Description: The purpose of this study was to investigate the opinions of teachers on the implementation of Life Orientation curriculum in five schools of the Cofimvaba Education District. In 1994, there were so many changes in South Africa which brought educational transformation at the fore front and centre of all discussions about the changes in general. The curriculum was reviewed and perceived as a guide meant to reflect the values and principles for envisaged learner such as human rights, social and environmental justice with a high level of skills, values and knowledge. Life Orientation as a compulsory subject that was introduced in the epitome of these changes and presents South Africa with the opportunity of providing a meaningful contribution to its youth and mainly as a partial solution to various social problems. The bottom-up model was used to explain the data which was collected from 5 schools in Cofimvaba district using structured interview schedule The schools selected were based in the rural areas of Cofimvaba District and the number of participants interviewed were 15 teachers with different educational qualifications. The data was then arranged and sorted into common themes as well as tallying and ranking of the responses. This was done in order to uncover the main issues that make the findings of the current study. The data collected revealed that some of the Life Orientation teachers from the GET Band (school 2: 3 teachers, school 3: 6 teachers and school 5: 2 teachers) did not receive any training nor support from the Department of Education on implementing Life Orientation and that resulted to implementation difficulties in their schools. However, some teachers that were interviewed in school 1, 2 (3 teachers) and in school 4 joyfully responded by informing the researcher that the Department of Education was supportive to such an extent that the department has provided study material, teaching material, annual teaching plan and also organised support workshops for them. Although that was the case, some schools (2, 3 and 5) are still experiencing some shortages in terms of teaching materials as they go to the neighbouring schools for support. Though there was support that was given by the Department of Education to Life Orientation, it is still inadequate as it could not cater for all the needs of the schools. In addition, the challenges faced by the above mentioned schools may also result in the provision of unbalanced LO curriculum implementation. Support and monitoring is crucial aspect when it comes to implementation of a certain learning area especially when dealing with Life Orientation. This is an easy subject to deal with since it entails issues of life, therefore, whatever support that needs to be provided in future will be appreciated in order to the teachers to be able to implement the curriculum according to its expected standards.
- Full Text:
- Date Issued: 2014
Music in Grahamstown, 1880-1900
- Authors: Sparrow, Marion Janet
- Date: 1978
- Subjects: Music -- South Africa -- Grahamstown -- History Music -- South Africa -- Eastern Cape -- History
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:2674 , http://hdl.handle.net/10962/d1007402
- Description: From Introduction: The previous thesis on the study of music in Grahamstown took the development to the point in history which marked the end of the Kaffir Wars on the Eastern Frontier. From 1880 - 1900, the Military Tradition of Grahamstown remained a strong factor in the daily life of the growing community. During the first decade of this thesis, there were years of retrenching and depression and the rural community, who supported many of the musical concerts, were also hard hit by drought and rinderpest. These problems are noticeable during the course of many of the chapters. The difficulties were overcome. The community grew and new schools were established and the effects of the First City Volunteers being away on minor War efforts, followed by the commencement of the Anglo-Boer War, were only temporarily felt in the musical life of the City. There must be to some extent duplication of information already submitted in an earlier thesis on Church Music. Chapter II - on Music in the Churches - is indispensable, as it reveals much of the heart and soul of the community, and without it the overall picture of the development of music in all spheres, would lose its true balance. It has been impossible to trace all the composers represented on the programmes, particularly those of all the glees and popular songs of the day. In some cases possible composers may perhaps have been suggested. There are obvious misprints which have been hinted at in footnotes. The primary source of information for this thesis has been "The Journal". As virtually all the material has been taken from that source and almost every footnote would have read Ibid . .. , I have dispensed with the abbreviation and merely given the date. Where the source of information changed, this was indicated. Throughout I have adhered to the facts and my deductions and suppositions have been reduced to a minimum .
- Full Text:
- Date Issued: 1978
- Authors: Sparrow, Marion Janet
- Date: 1978
- Subjects: Music -- South Africa -- Grahamstown -- History Music -- South Africa -- Eastern Cape -- History
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:2674 , http://hdl.handle.net/10962/d1007402
- Description: From Introduction: The previous thesis on the study of music in Grahamstown took the development to the point in history which marked the end of the Kaffir Wars on the Eastern Frontier. From 1880 - 1900, the Military Tradition of Grahamstown remained a strong factor in the daily life of the growing community. During the first decade of this thesis, there were years of retrenching and depression and the rural community, who supported many of the musical concerts, were also hard hit by drought and rinderpest. These problems are noticeable during the course of many of the chapters. The difficulties were overcome. The community grew and new schools were established and the effects of the First City Volunteers being away on minor War efforts, followed by the commencement of the Anglo-Boer War, were only temporarily felt in the musical life of the City. There must be to some extent duplication of information already submitted in an earlier thesis on Church Music. Chapter II - on Music in the Churches - is indispensable, as it reveals much of the heart and soul of the community, and without it the overall picture of the development of music in all spheres, would lose its true balance. It has been impossible to trace all the composers represented on the programmes, particularly those of all the glees and popular songs of the day. In some cases possible composers may perhaps have been suggested. There are obvious misprints which have been hinted at in footnotes. The primary source of information for this thesis has been "The Journal". As virtually all the material has been taken from that source and almost every footnote would have read Ibid . .. , I have dispensed with the abbreviation and merely given the date. Where the source of information changed, this was indicated. Throughout I have adhered to the facts and my deductions and suppositions have been reduced to a minimum .
- Full Text:
- Date Issued: 1978
Understanding how Grade 11 Biology teachers mediate learning of respiration: A Namibian case study
- Authors: Amutenya, Laina N
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia , Respiration -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2020 , http://hdl.handle.net/10962/d1017331
- Description: The new curriculum in Namibia has introduced a new approach to teaching and learning requiring teachers to make use of learners’ prior everyday knowledge (PEK) including indigenous knowledge (IK) and practical work/activities. It further emphasizes some variations in teaching methods such as; the use of analogies, the use of mind maps, and so forth with the aim to actively involve learners in the learning process and develop skills to solve global challenges. The emphasis is on understanding of knowledge, skills and the will to use them appropriately throughout their lives. The main aim of this study was to understand and document how Biology teachers mediate learning of the topic respiration. Informed by an interpretive paradigm, a qualitative case study was conducted at two secondary schools in the Kunene region. The participants were selected using a convenience sampling. Data were gathered using three main sources, namely, documents, semi-structured interview questions which culminated into a questionnaire and observations. Triangulation was thus used to give credibility, objectivity and validity to the interpretation of the data. Data analysis in this case study involved a multi-stage process of organizing, coding and categorizing, synthesizing and summarizing. The audio recorded lessons were transcribed into text and I analyzed data using a colour coding technique by segmenting and labelling text to identify descriptions and broad themes in the data. Vygotsky’s Mediation of Learning and Social Constructivism in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) informed the data analysis process. Teacher-learner interactions were the main theme for mediation of learning (social constructivist perspective), hence during analysis I paid more attention to moments where interactions evolved and I used PCK to gain insights in teaching and instructional strategies used by teachers. The findings of this study revealed that: 1) teachers endeavor to use a variety of teaching methods such as the use of a mind maps and question and answer method. Learners were keen to ask questions in order to understand this topic. 2) The study also revealed that a lack of practical activities is one of the challenges teachers are faced with. Based on my research findings, I therefore suggest that there is a need for continuous professional development of biology teachers and capacity building in order to improve both their content and pedagogical content knowledge.
- Full Text:
- Date Issued: 2015
- Authors: Amutenya, Laina N
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia , Respiration -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2020 , http://hdl.handle.net/10962/d1017331
- Description: The new curriculum in Namibia has introduced a new approach to teaching and learning requiring teachers to make use of learners’ prior everyday knowledge (PEK) including indigenous knowledge (IK) and practical work/activities. It further emphasizes some variations in teaching methods such as; the use of analogies, the use of mind maps, and so forth with the aim to actively involve learners in the learning process and develop skills to solve global challenges. The emphasis is on understanding of knowledge, skills and the will to use them appropriately throughout their lives. The main aim of this study was to understand and document how Biology teachers mediate learning of the topic respiration. Informed by an interpretive paradigm, a qualitative case study was conducted at two secondary schools in the Kunene region. The participants were selected using a convenience sampling. Data were gathered using three main sources, namely, documents, semi-structured interview questions which culminated into a questionnaire and observations. Triangulation was thus used to give credibility, objectivity and validity to the interpretation of the data. Data analysis in this case study involved a multi-stage process of organizing, coding and categorizing, synthesizing and summarizing. The audio recorded lessons were transcribed into text and I analyzed data using a colour coding technique by segmenting and labelling text to identify descriptions and broad themes in the data. Vygotsky’s Mediation of Learning and Social Constructivism in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) informed the data analysis process. Teacher-learner interactions were the main theme for mediation of learning (social constructivist perspective), hence during analysis I paid more attention to moments where interactions evolved and I used PCK to gain insights in teaching and instructional strategies used by teachers. The findings of this study revealed that: 1) teachers endeavor to use a variety of teaching methods such as the use of a mind maps and question and answer method. Learners were keen to ask questions in order to understand this topic. 2) The study also revealed that a lack of practical activities is one of the challenges teachers are faced with. Based on my research findings, I therefore suggest that there is a need for continuous professional development of biology teachers and capacity building in order to improve both their content and pedagogical content knowledge.
- Full Text:
- Date Issued: 2015
An investigation into the learning outcomes the selected life orientation educators teach in the intermediate and senior phase: implications for instructional supervision in two J.S.S. in Butterworth district
- Authors: Sele, Noxolo
- Date: 2014-06
- Subjects: Life skills -- Study and teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/25393 , vital:64235
- Description: This study seeks to investigate the Life Orientation (LO) Learning Outcomes the selected educators teach in the Intermediate and Senior Phase. It focuses on two Junior Secondary Schools (J.S.S.) in Butterworth Education District of the Eastern Cape Province. According to the Department of Education (2002) Life Orientation is mandatory for all learners in the Senior and Further Education and Training phases of Basic Education. It offers possibilities for equipping learners in South Africa with the knowledge, skills, attitudes and values to develop confidence within themselves and to become responsible citizens. In this inquiry, the study used qualitative research methods to explore how teachers and learners perceive the implementation of LO. The research on both teachers and learners has testified that the most looked part in LO is its importance on the developmental aspect of learners. The finding also draws strongly from what the literature has revealed, that Life Orientation curriculum expressly revolves around learners achieving outcomes, which are identified and assessed through the acquisition and demonstration of knowledge, skills, attitudes and value. The educators affirmed that LO was an important subject but was looked down by many teachers as less interesting and boring. The interviewees argued that LO contributes to best understanding of challenges facing our youth. One major recommendation was that grade teachers must draw insights from various teaching approaches and move beyond using one approach to deliver LO. Among other things, future research need to investigate what training needs do teachers and school heads need to arouse their interest and eagerness to facilitate teaching of LO? , Thesis (MEd) -- Faculty of Education, 2014
- Full Text:
- Date Issued: 2014-06
- Authors: Sele, Noxolo
- Date: 2014-06
- Subjects: Life skills -- Study and teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/25393 , vital:64235
- Description: This study seeks to investigate the Life Orientation (LO) Learning Outcomes the selected educators teach in the Intermediate and Senior Phase. It focuses on two Junior Secondary Schools (J.S.S.) in Butterworth Education District of the Eastern Cape Province. According to the Department of Education (2002) Life Orientation is mandatory for all learners in the Senior and Further Education and Training phases of Basic Education. It offers possibilities for equipping learners in South Africa with the knowledge, skills, attitudes and values to develop confidence within themselves and to become responsible citizens. In this inquiry, the study used qualitative research methods to explore how teachers and learners perceive the implementation of LO. The research on both teachers and learners has testified that the most looked part in LO is its importance on the developmental aspect of learners. The finding also draws strongly from what the literature has revealed, that Life Orientation curriculum expressly revolves around learners achieving outcomes, which are identified and assessed through the acquisition and demonstration of knowledge, skills, attitudes and value. The educators affirmed that LO was an important subject but was looked down by many teachers as less interesting and boring. The interviewees argued that LO contributes to best understanding of challenges facing our youth. One major recommendation was that grade teachers must draw insights from various teaching approaches and move beyond using one approach to deliver LO. Among other things, future research need to investigate what training needs do teachers and school heads need to arouse their interest and eagerness to facilitate teaching of LO? , Thesis (MEd) -- Faculty of Education, 2014
- Full Text:
- Date Issued: 2014-06
The Effect of Using English as A Language of Learning and Teaching on Learner Academic Performance in Senior Phase of Mthatha, Eastern Cape Province
- Authors: Seabela, Marcia Motlatso
- Date: 2021-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6782 , vital:49059
- Description: The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials. , Thesis (D.Ed) -- Faculty of Education Sciences, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Seabela, Marcia Motlatso
- Date: 2021-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6782 , vital:49059
- Description: The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials. , Thesis (D.Ed) -- Faculty of Education Sciences, 2021
- Full Text:
- Date Issued: 2021-04
Diggale
- Ismael Lo (author, composer, lead vocal, rhythm guitar, harmonica, chorus), EH. Malick Diouf (solo guitar, arrangments), Paul Thierry Oliveira (keyboard, arrangments), Alioune Wade (bass guitar), El Hadji Faye (percussion), Figaro Diagne (marimba), Abib Ndiaye (drums), Thirifays Claude (saxophone), Ramirez Jean Pierre (trumpet), Welch Jean Marc (trombone), Thione Ballago Seck (performer), Amy Bambe (chorus), Studio 2000, Samassa Records
- Authors: Ismael Lo (author, composer, lead vocal, rhythm guitar, harmonica, chorus) , EH. Malick Diouf (solo guitar, arrangments) , Paul Thierry Oliveira (keyboard, arrangments) , Alioune Wade (bass guitar) , El Hadji Faye (percussion) , Figaro Diagne (marimba) , Abib Ndiaye (drums) , Thirifays Claude (saxophone) , Ramirez Jean Pierre (trumpet) , Welch Jean Marc (trombone) , Thione Ballago Seck (performer) , Amy Bambe (chorus) , Studio 2000 , Samassa Records
- Date: 1999
- Subjects: Popular music--Africa, West , Africa Senegal Dakar f-sg
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/130137 , vital:36379 , International Library of African Music, Rhodes University, Grahamstown, South Africa , SDC38-02
- Description: Mbalax sound is characherised by Senegalese nder lead drum, sabar rhythm drum and tama talking drum percussion and African and Arabic vocalistic styling in the Wolof language that accompanies Western keyboard and other electronic guitar and brass instruments
- Full Text: false
- Date Issued: 1999
- Authors: Ismael Lo (author, composer, lead vocal, rhythm guitar, harmonica, chorus) , EH. Malick Diouf (solo guitar, arrangments) , Paul Thierry Oliveira (keyboard, arrangments) , Alioune Wade (bass guitar) , El Hadji Faye (percussion) , Figaro Diagne (marimba) , Abib Ndiaye (drums) , Thirifays Claude (saxophone) , Ramirez Jean Pierre (trumpet) , Welch Jean Marc (trombone) , Thione Ballago Seck (performer) , Amy Bambe (chorus) , Studio 2000 , Samassa Records
- Date: 1999
- Subjects: Popular music--Africa, West , Africa Senegal Dakar f-sg
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/130137 , vital:36379 , International Library of African Music, Rhodes University, Grahamstown, South Africa , SDC38-02
- Description: Mbalax sound is characherised by Senegalese nder lead drum, sabar rhythm drum and tama talking drum percussion and African and Arabic vocalistic styling in the Wolof language that accompanies Western keyboard and other electronic guitar and brass instruments
- Full Text: false
- Date Issued: 1999
Ndioukeul
- Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus), Racine Ly (solo guitar), Ousmane Wade (keyboard), Youssou Camara (drums), Moussa Traore (percussions), Sam Thiam (tama), Fama Lo (chorus), Samba Laobe Ndiaye (bass guitar, arranger, recorded by), Studio 2000
- Authors: Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus) , Racine Ly (solo guitar) , Ousmane Wade (keyboard) , Youssou Camara (drums) , Moussa Traore (percussions) , Sam Thiam (tama) , Fama Lo (chorus) , Samba Laobe Ndiaye (bass guitar, arranger, recorded by) , Studio 2000
- Date: 2000
- Subjects: Popular music , Popular music--Africa, West , Africa Senegal Dakar f-sg
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/128076 , vital:36073 , International Library of African Music, Rhodes University, Grahamstown, South Africa , SDC09-04
- Description: Senegalese band featuring singing accompanied by keyboard, percussion, guitar and talking drum (tama)
- Full Text: false
- Date Issued: 2000
- Authors: Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus) , Racine Ly (solo guitar) , Ousmane Wade (keyboard) , Youssou Camara (drums) , Moussa Traore (percussions) , Sam Thiam (tama) , Fama Lo (chorus) , Samba Laobe Ndiaye (bass guitar, arranger, recorded by) , Studio 2000
- Date: 2000
- Subjects: Popular music , Popular music--Africa, West , Africa Senegal Dakar f-sg
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/128076 , vital:36073 , International Library of African Music, Rhodes University, Grahamstown, South Africa , SDC09-04
- Description: Senegalese band featuring singing accompanied by keyboard, percussion, guitar and talking drum (tama)
- Full Text: false
- Date Issued: 2000
Sega
- Ismael Lo (author, composer, lead vocal, rhythm guitar, harmonica, chorus), Veux Mac Faye (solo guitar), Paul Thierry Oliveira (keyboard, arrangments), Alioune Wade (bass guitar), El Hadji Faye (percussion), Pepe Dieng Diengos (drums), Marie Cabou (chorus), Abib Ndiaye (drums), Thirifays Claude (saxophone), Ramirez Jean Pierre (trumpet), Welch Jean Marc (trombone), Studio 2000, Samassa Records
- Authors: Ismael Lo (author, composer, lead vocal, rhythm guitar, harmonica, chorus) , Veux Mac Faye (solo guitar) , Paul Thierry Oliveira (keyboard, arrangments) , Alioune Wade (bass guitar) , El Hadji Faye (percussion) , Pepe Dieng Diengos (drums) , Marie Cabou (chorus) , Abib Ndiaye (drums) , Thirifays Claude (saxophone) , Ramirez Jean Pierre (trumpet) , Welch Jean Marc (trombone) , Studio 2000 , Samassa Records
- Date: 1999
- Subjects: Popular music--Africa, West , Africa Senegal Dakar f-sg
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/130173 , vital:36383 , International Library of African Music, Rhodes University, Grahamstown, South Africa , SDC38-06
- Description: Mbalax sound is characherised by Senegalese nder lead drum, sabar rhythm drum and tama talking drum percussion and African and Arabic vocalistic styling in the Wolof language that accompanies Western keyboard and other electronic guitar and brass instruments
- Full Text: false
- Date Issued: 1999
- Authors: Ismael Lo (author, composer, lead vocal, rhythm guitar, harmonica, chorus) , Veux Mac Faye (solo guitar) , Paul Thierry Oliveira (keyboard, arrangments) , Alioune Wade (bass guitar) , El Hadji Faye (percussion) , Pepe Dieng Diengos (drums) , Marie Cabou (chorus) , Abib Ndiaye (drums) , Thirifays Claude (saxophone) , Ramirez Jean Pierre (trumpet) , Welch Jean Marc (trombone) , Studio 2000 , Samassa Records
- Date: 1999
- Subjects: Popular music--Africa, West , Africa Senegal Dakar f-sg
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/130173 , vital:36383 , International Library of African Music, Rhodes University, Grahamstown, South Africa , SDC38-06
- Description: Mbalax sound is characherised by Senegalese nder lead drum, sabar rhythm drum and tama talking drum percussion and African and Arabic vocalistic styling in the Wolof language that accompanies Western keyboard and other electronic guitar and brass instruments
- Full Text: false
- Date Issued: 1999
Diongama
- Ismael Lo (author, composer, lead vocal, rhythm guitar, harmonica, chorus), EH. Malick Diouf (solo guitar, arrangments), Paul Thierry Oliveira (keyboard, arrangments), Alioune Wade (bass guitar), El Hadji Faye (percussion), Figaro Diagne (marimba), Abib Ndiaye (drums), Thirifays Claude (saxophone), Ramirez Jean Pierre (trumpet), Welch Jean Marc (trombone), Amy Bambe (chorus), Studio 2000, Samassa Records
- Authors: Ismael Lo (author, composer, lead vocal, rhythm guitar, harmonica, chorus) , EH. Malick Diouf (solo guitar, arrangments) , Paul Thierry Oliveira (keyboard, arrangments) , Alioune Wade (bass guitar) , El Hadji Faye (percussion) , Figaro Diagne (marimba) , Abib Ndiaye (drums) , Thirifays Claude (saxophone) , Ramirez Jean Pierre (trumpet) , Welch Jean Marc (trombone) , Amy Bambe (chorus) , Studio 2000 , Samassa Records
- Date: 1999
- Subjects: Popular music--Africa, West
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/130142 , vital:36380
- Description: Mbalax sound is characherised by Senegalese nder lead drum, sabar rhythm drum and tama talking drum percussion and African and Arabic vocalistic styling in the Wolof language that accompanies Western keyboard and other electronic guitar and brass instruments
- Full Text: false
- Date Issued: 1999
- Authors: Ismael Lo (author, composer, lead vocal, rhythm guitar, harmonica, chorus) , EH. Malick Diouf (solo guitar, arrangments) , Paul Thierry Oliveira (keyboard, arrangments) , Alioune Wade (bass guitar) , El Hadji Faye (percussion) , Figaro Diagne (marimba) , Abib Ndiaye (drums) , Thirifays Claude (saxophone) , Ramirez Jean Pierre (trumpet) , Welch Jean Marc (trombone) , Amy Bambe (chorus) , Studio 2000 , Samassa Records
- Date: 1999
- Subjects: Popular music--Africa, West
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/130142 , vital:36380
- Description: Mbalax sound is characherised by Senegalese nder lead drum, sabar rhythm drum and tama talking drum percussion and African and Arabic vocalistic styling in the Wolof language that accompanies Western keyboard and other electronic guitar and brass instruments
- Full Text: false
- Date Issued: 1999
Aduna
- Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus), Racine Ly (solo guitar), Ousmane Wade (keyboard), Youssou Camara (drums), Moussa Traore (percussions), Sam Thiam (tama), Fama Lo (chorus), Samba Laobe Ndiaye (bass guitar, arranger, recorded by), Studio 2000
- Authors: Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus) , Racine Ly (solo guitar) , Ousmane Wade (keyboard) , Youssou Camara (drums) , Moussa Traore (percussions) , Sam Thiam (tama) , Fama Lo (chorus) , Samba Laobe Ndiaye (bass guitar, arranger, recorded by) , Studio 2000
- Date: 2000
- Subjects: Popular music , Popular music--Africa, West , Africa Senegal Dakar f-sg
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/128062 , vital:36071 , International Library of African Music, Rhodes University, Grahamstown, South Africa , SDC09-02
- Description: Senegalese band featuring singing accompanied by keyboard, percussion, guitar and talking drum (tama)
- Full Text: false
- Date Issued: 2000
- Authors: Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus) , Racine Ly (solo guitar) , Ousmane Wade (keyboard) , Youssou Camara (drums) , Moussa Traore (percussions) , Sam Thiam (tama) , Fama Lo (chorus) , Samba Laobe Ndiaye (bass guitar, arranger, recorded by) , Studio 2000
- Date: 2000
- Subjects: Popular music , Popular music--Africa, West , Africa Senegal Dakar f-sg
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/128062 , vital:36071 , International Library of African Music, Rhodes University, Grahamstown, South Africa , SDC09-02
- Description: Senegalese band featuring singing accompanied by keyboard, percussion, guitar and talking drum (tama)
- Full Text: false
- Date Issued: 2000
Ma Cherie
- Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus), Racine Ly (solo guitar), Ousmane Wade (keyboard), Youssou Camara (drums), Moussa Traore (percussions), Sam Thiam (tama), Fama Lo (chorus), Samba Laobe Ndiaye (bass guitar, arranger, recorded by), Studio 2000
- Authors: Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus) , Racine Ly (solo guitar) , Ousmane Wade (keyboard) , Youssou Camara (drums) , Moussa Traore (percussions) , Sam Thiam (tama) , Fama Lo (chorus) , Samba Laobe Ndiaye (bass guitar, arranger, recorded by) , Studio 2000
- Date: 2000
- Subjects: Popular music , Popular music--Africa, West , Africa Senegal Dakar f-sg
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/128099 , vital:36075 , International Library of African Music, Rhodes University, Grahamstown, South Africa , SDC09-06
- Description: Senegalese band featuring singing accompanied by keyboard, percussion, guitar and talking drum (tama)
- Full Text: false
- Date Issued: 2000
- Authors: Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus) , Racine Ly (solo guitar) , Ousmane Wade (keyboard) , Youssou Camara (drums) , Moussa Traore (percussions) , Sam Thiam (tama) , Fama Lo (chorus) , Samba Laobe Ndiaye (bass guitar, arranger, recorded by) , Studio 2000
- Date: 2000
- Subjects: Popular music , Popular music--Africa, West , Africa Senegal Dakar f-sg
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/128099 , vital:36075 , International Library of African Music, Rhodes University, Grahamstown, South Africa , SDC09-06
- Description: Senegalese band featuring singing accompanied by keyboard, percussion, guitar and talking drum (tama)
- Full Text: false
- Date Issued: 2000
Neko Sac
- Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus), Racine Ly (solo guitar), Ousmane Wade (keyboard), Youssou Camara (drums), Moussa Traore (percussions), Sam Thiam (tama), Fama Lo (chorus), Samba Laobe Ndiaye (bass guitar, arranger, recorded by), Studio 2000
- Authors: Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus) , Racine Ly (solo guitar) , Ousmane Wade (keyboard) , Youssou Camara (drums) , Moussa Traore (percussions) , Sam Thiam (tama) , Fama Lo (chorus) , Samba Laobe Ndiaye (bass guitar, arranger, recorded by) , Studio 2000
- Date: 2000
- Subjects: Popular music , Popular music--Africa, West , Africa Senegal Dakar f-sg
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/128053 , vital:36070 , International Library of African Music, Rhodes University, Grahamstown, South Africa , SDC09-01
- Description: Senegalese band featuring singing accompanied by keyboard, percussion, guitar and talking drum (tama)
- Full Text: false
- Date Issued: 2000
- Authors: Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus) , Racine Ly (solo guitar) , Ousmane Wade (keyboard) , Youssou Camara (drums) , Moussa Traore (percussions) , Sam Thiam (tama) , Fama Lo (chorus) , Samba Laobe Ndiaye (bass guitar, arranger, recorded by) , Studio 2000
- Date: 2000
- Subjects: Popular music , Popular music--Africa, West , Africa Senegal Dakar f-sg
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/128053 , vital:36070 , International Library of African Music, Rhodes University, Grahamstown, South Africa , SDC09-01
- Description: Senegalese band featuring singing accompanied by keyboard, percussion, guitar and talking drum (tama)
- Full Text: false
- Date Issued: 2000
Seey
- Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus), Racine Ly (solo guitar), Ousmane Wade (keyboard), Youssou Camara (drums), Moussa Traore (percussions), Sam Thiam (tama), Fama Lo (chorus), Samba Laobe Ndiaye (bass guitar, arranger, recorded by), Studio 2000
- Authors: Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus) , Racine Ly (solo guitar) , Ousmane Wade (keyboard) , Youssou Camara (drums) , Moussa Traore (percussions) , Sam Thiam (tama) , Fama Lo (chorus) , Samba Laobe Ndiaye (bass guitar, arranger, recorded by) , Studio 2000
- Date: 2000
- Subjects: Popular music , Popular music--Africa, West , Africa Senegal Dakar f-sg
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/128089 , vital:36074 , International Library of African Music, Rhodes University, Grahamstown, South Africa , SDC09-05
- Description: Senegalese band featuring singing accompanied by keyboard, percussion, guitar and talking drum (tama)
- Full Text: false
- Date Issued: 2000
- Authors: Vieux Marius Seck (composer, lead singer, rhythm guitar, accoustic guitar, chorus) , Racine Ly (solo guitar) , Ousmane Wade (keyboard) , Youssou Camara (drums) , Moussa Traore (percussions) , Sam Thiam (tama) , Fama Lo (chorus) , Samba Laobe Ndiaye (bass guitar, arranger, recorded by) , Studio 2000
- Date: 2000
- Subjects: Popular music , Popular music--Africa, West , Africa Senegal Dakar f-sg
- Language: Wolof
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/128089 , vital:36074 , International Library of African Music, Rhodes University, Grahamstown, South Africa , SDC09-05
- Description: Senegalese band featuring singing accompanied by keyboard, percussion, guitar and talking drum (tama)
- Full Text: false
- Date Issued: 2000
King Kong: gala preview in aid of the African Music and Drama Trust
- Authors: Goldreich, Arhtur
- Date: 1959
- Subjects: King Kong (Musical) -- History and critisism , Musicals -- South Africa -- History and critisism , Music -- South Africa , Matshikiza, Todd, 1921-1968 -- King Kong
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/53867 , vital:26340 , This image is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017.
- Full Text:
- Date Issued: 1959
- Authors: Goldreich, Arhtur
- Date: 1959
- Subjects: King Kong (Musical) -- History and critisism , Musicals -- South Africa -- History and critisism , Music -- South Africa , Matshikiza, Todd, 1921-1968 -- King Kong
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/53867 , vital:26340 , This image is held at the Cory Library for Humanities Research at Rhodes University. For further information contact cory@ru.ac.za. The digitisation of this image was made possible through a generous grant received from the Andrew W. Mellon Foundation 2014-2017.
- Full Text:
- Date Issued: 1959
Constructing a web of culture: the case of akKOORd, an Overberg community choir
- Authors: Jacobs, Sunell Human
- Date: 2010
- Subjects: Choral music -- South Africa -- Overberg , Choirs (Music) , Overberg (South Africa) -- History , City and town life -- Social aspects
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:8506 , http://hdl.handle.net/10948/1254 , Choral music -- South Africa -- Overberg , Choirs (Music) , Overberg (South Africa) -- History , City and town life -- Social aspects
- Description: akKOORd, a community choir in the relatively small southern region of the Overberg, was formed in 2006, and although the choir has only a brief history, its spirit, activities, and concerts have inspired and touched many people. This qualitative study pays attention to aspects of the choir’s history, its performance practice and of the “web” of community members connected to and involved in its activities. Through interviews and personal notes this in-depth study provides a “micronarrative” of this choir within the “web” of the Overberg community itself. It aims to not only interpret this narrative with regard to the meaning behind actions and their symbolic importance in society, but also to explore its relevance in the broader context of current South African cultural discourse. During this research it became evident that policy makers and potential funders regard this predominantly white choir with its Western repertoire as a form of undesirable exclusivity and elitism. This study opposes such a point of view, contending instead that elitism in the form of excellence has the power to defy barriers of social standing and ethnicity, and to unite people through a collective sense of ownership.
- Full Text:
- Date Issued: 2010
- Authors: Jacobs, Sunell Human
- Date: 2010
- Subjects: Choral music -- South Africa -- Overberg , Choirs (Music) , Overberg (South Africa) -- History , City and town life -- Social aspects
- Language: English
- Type: Thesis , Masters , MMus
- Identifier: vital:8506 , http://hdl.handle.net/10948/1254 , Choral music -- South Africa -- Overberg , Choirs (Music) , Overberg (South Africa) -- History , City and town life -- Social aspects
- Description: akKOORd, a community choir in the relatively small southern region of the Overberg, was formed in 2006, and although the choir has only a brief history, its spirit, activities, and concerts have inspired and touched many people. This qualitative study pays attention to aspects of the choir’s history, its performance practice and of the “web” of community members connected to and involved in its activities. Through interviews and personal notes this in-depth study provides a “micronarrative” of this choir within the “web” of the Overberg community itself. It aims to not only interpret this narrative with regard to the meaning behind actions and their symbolic importance in society, but also to explore its relevance in the broader context of current South African cultural discourse. During this research it became evident that policy makers and potential funders regard this predominantly white choir with its Western repertoire as a form of undesirable exclusivity and elitism. This study opposes such a point of view, contending instead that elitism in the form of excellence has the power to defy barriers of social standing and ethnicity, and to unite people through a collective sense of ownership.
- Full Text:
- Date Issued: 2010