Research Articles (Music)

Permanent URI for this collectionhttp://hdl.handle.net/2263/2393

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Mathematics in South Africa’s intermediate phase: music integration for enhanced learning
(AOSIS, 2024-05) Hendriks, Marna; Cruywagen, Sonja
BACKGROUND : Embracing the influential role of music in education, teachers an cultivate an environment that fosters learners’ curiosity, creativity, and enthusiasm for acquiring knowledge. The first author, experienced in teaching Intermediate Phase music and mathematics, was keen to explore how to bridge the gap between the educational vision for 21st-century knowledge and skills and current teaching practices through the adoption of active music integration and appropriate pedagogy to full engage learners. AIM : The study aimed to explore how general teachers, with no previous formal music exposure perceived and engaged with the process of correlating concepts and learning experiences in music and mathematics. SETTING : The research was conducted over nine weeks in three South African, Afrikaans-medium, middle-class governmental primary schools located in the Tshwane North district of the Gauteng province. METHODS : This study employed a qualitative case study research approach and was situated within the pedagogical design of constructive alignment for effective teaching and learning. RESULTS : The results underscore the significance of generalist teachers’ ability to effectively incorporate music into mathematics lessons without extensive musical training or instrumental skills. CONCLUSION : The article challenges the notion that musical expertise is a prerequisite for integration, highlighting the fact that generalist teachers can successfully incorporate music into mathematics instruction by fostering meaningful connections between the two subjects. CONTRIBUTION : This article draws attention to the importance of constructive alignment in promoting independent thinking and the practical application of knowledge. These findings offer guidance for the development of pedagogical frameworks and instructional practices that prioritise meaningful teaching and learning experiences.
Perspectives on musical care throughout the life course : introducing the musical care international network
(Sage, 2023) Spiro, Neta; Sanfilippo, Katie Rose M.; McConnell, Bonnie B.; Pike-Rowney, Georgia; Baraldi, Filippo Bonini; Brabec, Bernd; Van Buren, Kathleen; Camlin, Dave; Cardoso, Tanya Marques; Cifdaloz, Burcin Ucaner; Cross, Ian; Dumbauld, Ben; Ettenberger, Mark; Falkenberg, Kjetil; Fouche, Sunelle; Frid, Emma; Gosine, Jane; Graham-jackson, April l.; Grahn, Jessica A.; Harrison, Klisala; Ilari, Beatriz; Mollison, Sally; Morrison, Steven J.; Perez-Acosta, Gabriela; Perkins, Rosie; Pitt, Jessica; Rabinowitch, Tal-Chen; Robledo, Juan-Pablo; Roginsky, Efrat; Shaughnessy, Caitlin; Sunderland, Naomi; Talmage, Alison; Tsiris, Giorgos; De Wi, Krista
In this paper we report on the inaugural meetings of the Musical Care International Network held online in 2022. The term “musical care” is defined by Spiro and Sanfilippo (2022) as “the role of music—music listening as well as music-making—in supporting any aspect of people’s developmental or health needs” (pp. 2–3). Musical care takes varied forms in different cultural contexts and involves people from different disciplines and areas of expertise. Therefore, the Musical Care International Network takes an interdisciplinary and international approach and aims to better reflect the disciplinary, geographic, and cultural diversity relevant to musical care. Forty-two delegates participated in 5 inaugural meetings over 2 days, representing 24 countries and numerous disciplines and areas of practice. Based on the meetings, the aims of this paper are to (1) better understand the diverse practices, applications, contexts, and impacts of musical care around the globe and (2) introduce the Musical Care International Network. Transcriptions of the recordings, alongside notes taken by the hosts, were used to summarise the conversations. The discussions developed ideas in three areas: (a) musical care as context-dependent and social, (b) musical care’s position within the broader research and practice context, and (c) debates about the impact of and evidence for musical care. We can conclude that musical care refers to context-dependent and social phenomena. The term musical care was seen as useful in talking across boundaries while not minimizing individual disciplinary and professional expertise. The use of the term was seen to help balance the importance and place of multiple disciplines, with a role to play in the development of a collective identity. This collective identity was seen as important in advocacy and in helping to shape policy. The paper closes with proposed future directions for the network and its emerging mission statement.
'Suddenly I was with my people' : two South African choirs contributing to community development
(Oxford University Press, 2024-07) Joseph, Dawn; Lamprecht, Dorathea J.; Van Niekerk, Caroline
Singing is a rich and dynamic part of South African cultural and national identity. The authors explore the identity of two choirs in the Cape Town metropole against the background of response to ongoing social change. The disparate yet similar choirs enhance the well-being of their members as communities and who sing for community. Community development as an outcome of community music is understood as process-driven. The Identity Process Theory serves as a useful integrative framework in which identity, social action and social change can be collectively examined with qualitative thematic analysis to code and analyse questionnaire and interview data (2017–2022). Three overarching themes are discussed, focusing on the experiences as perceived by research participants from the two choirs in relation to ‘singing as a music community’, ‘having a place to belong’ and ‘singing during COVID-19’. The discussion highlights differences, similarities, challenges and opportunities for these choirs in relation to community musicians, identity and place. Although generalizations to other choirs cannot necessarily be made, recommendations are offered, both for further research and of a practical nature. This paper argues that diverse forms of communal singing continue to play an important role in South Africa’s group identity for choirs, fostering hope for communities and their development. Notions of community development and community music should not become narrowly defined, excluding many choral groups and their contributions to society from the global conversation.
Orchestral conductors as transformational leaders : preferences of professional instrumentalists in South Africa
(Routledge, 2023) Barrett-Berg, Michael; Van der Merwe, Schalk J.; michael.barrett@up.ac.za
This article explores the preferences of professional South African instrumentalists concerning the transformational leadership behaviours displayed by orchestral conductors. Quantitative and qualitative data (explanatory sequential mixed method design) were collected by means of the Multifactor Leadership Questionnaire (MLQ-5X) and semi-structured interviews. Forty-seven professional South African orchestral players completed the questionnaire, of whom five were invited to participate in an interview. Three transformational leadership behaviours frequently displayed by conductors were identified through the collection of quantitative data: idealised influence—attributes; idealised influence—behaviours; and inspirational motivation. Interviewed participants favoured all transformational leadership behaviours demonstrated by conductors, but at varying levels. Key ideas of transformational leadership, which include reciprocal trust between players and the conductor, as well as the conductor’s ability to prepare for rehearsals and have the necessary skill and vision to lead and adapt within an orchestral environment, are highlighted. Participants often referred to a “fine line,” where conductors could easily be either too active or too passive in their approach to specific transformational leadership behaviours. The positive effects of two types of transformational leadership behaviours displayed by orchestral conductors in the professional South African context are substantiated through evidence: idealised influence—attributes (IIA) and inspirational motivation (IM).
'Suddenly I was with my people' : two South African choirs contributing to community development
(Oxford University Press, 2023) Joseph, Dawn; Lamprecht, Dorathea J.; Van Niekerk, Caroline
Singing is a rich and dynamic part of South African cultural and national identity. The authors explore the identity of two choirs in the Cape Town metropole against the background of response to ongoing social change. The disparate yet similar choirs enhance the well-being of their members as communities and who sing for community. Community development as an outcome of community music is understood as process-driven. The Identity Process Theory serves as a useful integrative framework in which identity, social action and social change can be collectively examined with qualitative thematic analysis to code and analyse questionnaire and interview data (2017–2022). Three overarching themes are discussed, focusing on the experiences as perceived by research participants from the two choirs in relation to ‘singing as a music community’, ‘having a place to belong’ and ‘singing during COVID-19’. The discussion highlights differences, similarities, challenges and opportunities for these choirs in relation to community musicians, identity and place. Although generalizations to other choirs cannot necessarily be made, recommendations are offered, both for further research and of a practical nature. This paper argues that diverse forms of communal singing continue to play an important role in South Africa’s group identity for choirs, fostering hope for communities and their development. Notions of community development and community music should not become narrowly defined, excluding many choral groups and their contributions to society from the global conversation.
The PERMA model, wellbeing and Whoop-Up : a musical variety show for adult members of a school community
(Intellect Ltd, 2023-09) Panebianco-Warrens, Clorinda Rosanna; Fouche, Melani; clorinda.panebianco@up.ac.za
The positive impact of group music-making on subjective well-being has been shown in various contexts, yet very few studies have focused on community musicals. The purpose of this intrinsic case study was to explore the well-being of adults who participated in Whoop-Up, a musical variety show consisting of singing, dancing and acting, for parents, staff members, alums, alums’ parents and friends of a primary school. Data were explored through the lens of the PERMA framework. Twenty-one adults aged between 21 and 75 involved in Whoop-Up in 2018 volunteered to participate in the study. The findings indicate that participants experienced positive benefits in all the sub-domains of subjective well-being according to the PERMA framework. Meaning was the most salient dimension, followed by Engagement, Relationship, Positive Emotions and Accomplishment. The findings suggest that participation in Whoop-Up may impart a deep sense of meaning for participants, embedded in positive emotions, which could foster strong interpersonal relationships between parents, teachers, alums and the school environment as a whole.
En passant learning of music theory in choirs; teaching and teacher education implications for South African conductors
(Elsevier, 2023) Barrett-Berg, Michael; Van Niekerk, Caroline; Page-Shipp, Roy J.; michael.barrett@up.ac.za
Fifteen experienced South African conductors were interviewed on the importance of Music Theory for choristers, and its inculcation. All agreed on the value of some knowledge and understanding of Music Theory. They reflected particularly on its contribution to rapid learning and satisfying performance of items in their repertoire. Although not the main purpose of rehearsal, all conductors endeavour to improve this knowledge and understanding, illustrating the importance of Music Theory concepts as prompted by the needs of the music. Illustrations should be tailored to choristers’ maturity and experience, but gratifying improvements in insight and competence result in all cases.
After the collection, what next? Challenges of preservation of folk music recordings in an unstable climatic environment in Nigeria (Library of Folk Music of Nigeria Project in focus)
(A-R Editions, 2023-04) Onyeji, Elizabeth; Onyeji, Christian Uzoma
No abstract available.
The adolescent HIV executive function and drumming (AHEAD) study, a feasibility trial of a group drumming intervention amongst adolescents with HIV
(Taylor and Francis, 2023) Rowe, Kristen; Pozuelo, Julia Ruiz; Nickless, Alecia; Nkosi, A.D.; Dos Santos, Andeline; Kahn, Kathleen; Tollman, Stephen; Wagner, Ryan G.; Scerif, Gaia; Stein, Alan
AHEAD feasibility trial assessed the feasibility and acceptability of an 8-session group drummingprogramme aiming to improve executive function, depression and anxiety symptoms, andperceived social support in adolescents living with HIV in a rural low-income South Africansetting. Sixty-eight 12- to 19-year-old adolescents participated. They were individuallyrandomised. The intervention arm (n= 34) received weekly hour-long group drumming sessions.Controls (n= 34) received no intervention. Feasibility and acceptability were assessed usingrates of: enrolment; retention; attendance; logistical problems; adolescent-reportedacceptability. Secondary measures included:five Oxford Cognitive Screen-Executive Function(OCS-EF) tasks; two Rapid Assessment of Cognitive and Emotional Regulation (RACER) tasks; theSelf-Reporting Questionnaire-20 (SRQ-20) measuring depression and anxiety symptoms; theMultidimensional Scale of Perceived Social Support (MSPSS). All feasibility criteria were withingreen progression limits. Enrolment, retention, and acceptability were high. There was a positive effect on adolescent depressed mood with a signal for a working memory effect. There were no significant effects on executive function or socio-emotional scales. Qualitative findings suggested socio-emotional benefits including group belonging; decreased internalised stigma; improved mood; and decreased anxiety. Group drumming is a feasible and acceptable intervention among adolescents living with HIV in rural South Africa. A full-scale trial is recommended
What’s up with aural training using WhatsApp : enhancing student well-being amidst mobile learning obstacles
(Penn State Libraries, 2022-12) Cruywagen, Sonja; Joubert, Debra; Rhoodie, Tessa
The tertiary aural training environment provides a foundation for music students to understand, learn, and experience music through live interaction between lecturer and student. During the COVID-19 pandemic, the aural training lecturer at our university was compelled to move classes to an online platform accessible to all students, namely WhatsApp. This qualitative case study was conducted in 2020 to understand better whether aural training students experienced well-being during mobile teaching and learning amid the COVID-19 pandemic. In the WhatsApp aural training environment, there was a lack of immediate aural transmission, and the lecturer was unable to assess students’ instantaneous aural skills development. There were 11 participants representing two-year groups in this qualitative study. The participants were five first-year and six second-year music students who attended online aural training classes during the COVID-19 pandemic. The lecturer shared module content with students through WhatsApp using videos, voice recordings, and audio-visual material. Research data were collected through individual online interviews, WhatsApp voice and video recordings, and images. Thematic analyses revealed that the lecturer was able to facilitate an accessible online aural learning environment which enhanced the students’ sense of belonging within their smaller groups, although not necessarily within the group as a whole. The students perceived the environment as inclusive, and—as they all had to endure similar circumstances—they were strengthened by a sense of compassion, togetherness, and understanding.
High school learners’ perceptions of value as motivation to choose music as an elective in Gauteng, South Africa
(Sage, 2022-05) Venter, Lauren Joan; Panebianco-Warrens, Clorinda Rosanna; clorinda.panebianco@up.ac.za
A growing concern is the low number of learners who choose to participate in music during their high school years. Extending previous research by McPherson and O’Neill, this study explored South African high school learners’ motivation and value perceptions to continue with music as an elective in grade 10. A further objective was to understand how value perceptions vary according to grade, gender, and intention to continue with music. 180 music leaners in grades 9 and 10 completed questionnaires modeled on those by McPherson and O’Neill, based on the expectancy-value framework. Results show that learners value music less than physical sciences and life sciences/biology, but more than history, geography, and accounting/EMS. Overall, outcomes show that learners who select music exhibit higher (and more intrinsic) value perceptions for music than for other electives and hold a higher value perception for all electives combined. Males hold higher value perceptions for music than females.
The relationship between perfectionism, cognitive rumination, mindfulness and mental health in music students at a South African university
(Routledge, 2022) Botha, Madaleen; Panebianco-Warrens, Clorinda Rosanna; Masenge, Andries
The increasing performance and academic demands within the tertiary setting, in conjunction with perfectionistic behaviour and ruminative thinking, may contribute towards mental health difficulties among music students. The current study explored the relationship between perfectionism, rumination, mindfulness and mental health in music students. Using a cross-sectional survey design, 72 university music students participated in the study. According to their self- report mental health status, the participants were clustered into self-report mental health (n = 26) and no mental health (n = 46) groups. The results revealed that anxiety and depression were the most prominent mental health issues. Essential correlations between perfectionistic concerns and brooding rumination emerged in both groups; however, the participants from the no mental health group displayed significant inverse associations between perfectionism and mindfulness (Pursuit of Perfection and Non-judging of Inner Experiences; Concern over Mistakes and Non-judging of Inner Experiences) which were not evident among the participants from the self-report mental health group. Moreover, significantly higher scores of perfectionistic concerns, brooding and reflective rumination were found among participants from the self-report mental health group compared to those from the no mental health group. The results provide valuable insights into the mental health status of music students.
Negative responses to urban residential noise as a social rebound effect of increasing population density : legislative challenges and auditory territoriality
(Medknow Publications, 2021-01) MacCutcheon, Douglas
Populations in cities are projected to increase globally, densifying urban residential environments with both positive and negative effects. Positive social effects are offset by negative health effects however; urban residential noise has been identified in a large number of studies as a significant contributor to social unrest as well as a risk to physiological and psychological health caused by stress, making this topic highly relevant to the discussion on sustainability urban growth. Focusing on the psychological rebound effect of urban residential noise, this paper attempts to explain how and why auditory aspects of the spatial environment negatively influences urban residents. To provide context and to indicate areas in need of improvement, the legislative challenges to be faced are considered, with Sweden as a prime example of a first world country grappling with the effects of increased urban density. Existing building legislation regarding residential noise is considered in relation to studies investigating the effects of residential noise on psychological and physiological health, outlining areas in need of future development. Then, health responses to residential noise are placed in a broader evolutionary context by considering how these effects might be the result of triggered evolutionary mechanisms for keeping population size optimal. Further, the spatial dimension of hearing is discussed with reference to theories of territoriality in environmental psychology and the concept of auditory territoriality is described.
Prevalence of playing-related musculoskeletal problems among professional orchestra musicians in South Africa
(Science and Medicine Inc., 2021-12) Panebianco-Warrens, Clorinda Rosanna; clorinda.panebianco@up.ac.za
BACKGROUND : The prevalence of playing-related musculoskeletal problems (PRMPs) in professional musicians is well documented in the literature, but few studies have been done on South African professional musicians. OBJECTIVE : The present study aimed to evaluate the prevalence of PRMPs, pain intensity, and pain interference among full-time and part-time orchestral musicians, using a validated self-report instrument specifically designed for musicians. METHODS : Seventy-nine full-time and part-time professional orchestral musicians took part in the study and completed the Musculoskeletal Pain Intensity and Interference Questionnaire for Musicians (MPIIQM). RESULTS : A lifetime prevalence of PRMPs was 76% and point prevalence 30%. Of the PRMP group, 30% experienced current pain that interfered with their ability to play. Upper strings players reported the most PRMPs. The most commonly reported pain locations were right and left upper limb, neck, fore¬arm, and elbow. The mean pain intensity score for the PRMP group was 16.3 (SD 6.62) (out of 40) and the mean pain interference score was 21.2 (9.98) (out of 50). Female musicians reported experiencing pain more frequently and intensely and also reported more pain sites than males. CONCLUSIONS : This study, the first to make use of a validated self-report instrument, shows that musculoskeletal problems are common among full-time and part-time professional orchestral musicians in South Africa.
Parents and group music lessons : a role theory perspective for music teacher educators
(Sage, 2023096) Ang, Kathryn; Panebianco-Warrens, Clorinda Rosanna; Odendaal, Albi
This collective case study aimed to explore the various expected roles for parents of preschool children in group music lessons in the Klang Valley of West Malaysia, the area located around Kuala Lumpur. We collected data by conducting two semi-structured interviews with 10 parents and three teachers of three preschool group music classes. Four broad themes emerged. Participants viewed parents as playing the roles of supporters, practice supervisors, role models, and consumers. We propose that a flexible understanding of role is essential in crafting meaningful relationships between parents and teachers and suggest the approaches that might assist future music educators to develop such a perception.
Viewing the parent-teacher relationship in music education through the lens of role theory : a literature review
(Sage, 2021-02) Ang, Kathryn; Panebianco-Warrens, Clorinda Rosanna; Odendaal, Albi
The relationship between a parent and a teacher can be fraught with difficulties because of role conflicts that may result from the negotiations that occur between them. We synthesized recent perspectives drawn from the research literature on parent-teacher relationships with that of role theory, and aim to demonstrate how the current research literature can be used to describe the roles of parents and teachers and their relationship to one another in music lessons. Our findings indicate that parents often play multiple roles such as home supervisors, supporters, providers, role models, partners in education, and consumers, whereas teachers may play the roles of professional musicians, educators, partners in education, and role models. We argue that roles should be understood as resulting from interaction and negotiation between parties in a relationship, and suggest that concepts from role theory are helpful tools for the reconceptualization of parents’ and teachers’ roles.
Exploring the lived experiences of teenagers in a children’s home participating in a choir : a community music therapy perspective
(Intellect, 2020-05) Van Rooyen, Anrie Sophia; Dos Santos, Andeline Julia
This study explored the lived experiences of teenagers in a children’s home who participated in a choir that was facilitated from a community music therapy perspective in Pretoria, South Africa. Sixteen weekly choir sessions were held. These included a variety of interactive vocal techniques. A performance marked the end of the process, where songs selected by the teenagers were performed. Qualitative data were collected through fourteen semi-structured individual interviews at the end of the process. All interview transcripts were analysed through utilizing interpretative phenomenological analysis. The study concluded that participation in this community music therapy choir offered the teenagers perceived meaningful intra- and interpersonal experiences. At an intrapersonal level, the participants experienced discovering their musical voices; accessing inner strength to take action both in the here-and-now and in the future; increased self-awareness, self-esteem and self-confidence; as well as expressing and regulating emotions. In terms of interpersonal experiences, the teenagers experienced growth in relationships; improved social skills; and greater connection with the broader community.
“It is more than just about music” : lifelong learning, social interaction and connection
(Routledge, 2020) Joseph, Dawn; Human, Rene
For older people, participating in leisure activities enhances their sense of social, emotional, mental, spiritual and psychological wellbeing. This article reports on a case study that situated itself across two southern hemisphere countries – Australia and South Africa – and with two ensembles, namely: an instrumental ensemble in Melbourne (all musical readers); and a vocal ensemble in Clarens (all non-readers of music). The authors drew on Seligman's elements of positive emotion, engagement, relationships and meaning, and accomplishment (PERMA) to explore the ensemble members’ engagement as “serious leisure and the wider community”. Using qualitative case study methodology, they employed interpretative phenomenological analysis (IPA) as an organising tool to analyse and code their questionnaires and interview data. The findings are presented under three overarching themes, namely: meeting for serious leisure; music learning; and connecting with the wider community. While music engagement for older adults is an achievement in itself, sharing it with the wider community is considered most significant for the participants. Discussing two ensembles is a limitation in itself, therefore generalisations to other ensembles cannot be made. The article was written in 2020 during the COVID-19 lockdown period in both countries. Further research is planned across both countries to explore any implications the lockdown has had on the two groups once they are permitted to recommence rehearsals.
The role of personality and self-efficacy in music students’ health-promoting behaviours
(Sage, 2022-06) Cohen, Susanna; Panebianco-Warrens, Clorinda Rosanna
Evidence of the high prevalence of physical and psychological problems among professional and student classical musicians has led to investigations of music students’ health-promoting behaviours. These have indicated lower levels of engagement in health-promoting behaviours among music students compared to non-music students and resulted in the recent introduction of health education courses in a number of tertiary music education institutions. Investigations of health-promoting behaviours in a wide range of contexts have shown that personality and general self-efficacy are significantly associated with health-promoting behaviours. Although previous studies of music students’ health-promoting behaviours provide evidence of positive associations between general self-efficacy and health-promoting behaviours, the contribution of personality to health-promoting behaviours and the influence of general self-efficacy on the associations between personality and music students’ health-promoting behaviours have not yet been investigated. The current study examined associations between the personality, general self-efficacy, and health-promoting behaviours of 154 undergraduate music students. Hierarchical regression analyses showed that Conscientiousness was the most consistent significant predictor of health-promoting behaviours. Conscientiousness, Extraversion, and Neuroticism were found to predict general self-efficacy. Mediation analyses were carried out and showed that general self-efficacy mediated the associations between both Conscientiousness and Neuroticism, and health-promoting behaviours. The implications of the findings for future health education courses are discussed.
The world we live in : a perspective on blended learning and music education in higher education
(AOSIS Open Journals, 2020-03-26) Cruywagen, Sonja; Potgieter, Hetta
This article investigates the incorporation of Picciano’s Blending with purpose multimodal model into an undergraduate music education module. This multimodal model advocates that teachers and instructional designers should use multiple approaches to meet the needs of a wide spectrum of students. The purpose of this intrinsic case study was to understand how the Blending with purpose multimodal model can be applied to facilitate teaching and learning of music education for Bachelor of Music (BMus) and Bachelor of Arts (BA) Music students. The initial reason for conducting this research was to restructure the music education curriculum, which, until 2013, had mostly focused on face-to-face teaching and learning approaches. The use of digital media, which initiated e-learning technologies, changed teaching and learning experiences. Blended learning as the teaching model proved to be a useful and appropriate method in the striving to develop new approaches to teaching and learning in music education. From the interpretation of research findings, a teaching and learning model was created that could be implemented in teaching music in a higher education context.

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