Curriculum enrichment through indigenous Zulu games

Roux, Charl J.; Burnett, Cora; Hollander, W.

doi:10.4314/sajrs.v30i1.25985

Cited by 9 publications

(7 citation statements)

References 7 publications

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“…When undertaken in “undeveloped” Africa, for example, research tends to focus on rural areas and characterize children’s music as “indigenous,” associated with past traditions assumed to be untouched by outside influences (Addo, 1997; Akuno, 1997; Kreutzer, 2001; Mapana, 2011). Allied to this is a propensity to adopt a hermetic view of culture, where children learn “the essential characteristics of the music of their culture” (Campbell, 2006, p. 427) and ethnic groups are assumed to be distinct (Makina, 2009; Nyota & Mapara, 2008; Roux, 2006). Such studies may display a set of assumptions about the nature of cultures that limits the researcher’s interest in expressing what is contextually specific.…”

Section: Rationale and Purposementioning

confidence: 99%

“…Music education research in Africa considers the relationship between children’s music and the classroom, emphasizing the cultural relevance and socially educative content of indigenous games and songs (Abarry, 1989; Addo, 1997; Akuno, 1997; Dzansi, 2002; Makina, 2009; Mapana, 2011; Marfo & Biersteker, 2011; Nyota & Mapara, 2008). The tendency is to interpret the implications of children’s play for classroom practice on the level of “cultural relevance” as ways of teaching indigenous content (Dzansi, 2004), for “social education” (Nyota & Mapara, 2008), or to teach curricula learning outcomes (Roux, Burnett, & Hollander, 2008). This research suggests a reiteration of the games rather than considering the forms of musical learning implied in their practice.…”

Section: Implications Of Children’s Multimodal Musicality For Music Ementioning

confidence: 99%

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Multimodality and the Multiliteracies Pedagogy

Harrop-Allin

2017

Journal of Research in Music Education

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Drawing on a study of children’s musical games in urban South Africa, this article employs two theoretical frames: that of multimodality and the multiliteracies pedagogy. These are applied to a contextual analysis of the forms of musicality that musical games embody and to ways of incorporating children’s play into pedagogy. Based on ethnographic research in primary schools in Soweto, I first examine representative examples of musical games in order to demonstrate children’s musicianship in relation to the concept of multimodality. Analysis reveals the games’ sophistication in terms of children’s deployment of multiple modes and the inventiveness their methods imply. Furthermore, a multimodal theoretical frame and analytical approach enables an understanding of musicality as the capacity to “design.” Second, children’s multimodal musicality prompts questions about how such musicality may become a resource in formal learning. I propose that applying the multiliteracies pedagogy to music education offers a methodological solution for “recruiting” musical games so that the capacities children demonstrate in their games may be developed.

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Section: Rationale and Purposementioning

confidence: 99%

Section: Implications Of Children’s Multimodal Musicality For Music Ementioning

confidence: 99%

Multimodality and the Multiliteracies Pedagogy

Harrop-Allin

2017

Journal of Research in Music Education

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“…In the C2005 curriculum, Physical Education , which had previously been an independent subject in the school curriculum, became an integrated theme of a freshly drafted subject entitled Life Orientation . Due to academic criticism and poor scholastic performance, C2005 was, in turn, rewritten, becoming the National Curriculum Statement in 2002 (Rajput & Van Deventer, 2010; Roux et al, 2008). In this updated curriculum, Physical Education continued to be structured as a theme of study within the greater subject of Life Orientation , but its nomenclature was changed to Physical Development and Movement .…”

Section: Discussionmentioning

confidence: 99%

A Historical Metamorphosis of Physical Education and Extra-curricular School Sport Activities in Chatsworth, Durban, South Africa (1960–2020)

Ellapen

Paul

2021

The Oriental Anthropologist: A Bi-annual International Journal

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Chatsworth is a township, which was consciously designed by the South African apartheid government in order to suppress its residents’ educational, social, financial, spiritual, and physical development. The primary aim of this article is to chronologically describe the history of Physical Education and extra-curricular school sport from 1960 to 2020, in the community of Chatsworth, through review of national, provincial, and local educational policies and extra-curricular school sport management structures. A narrative literature surveillance was completed using Google Scholar and Sabinet. Key search terms were “Chatsworth,” “physical education,” and “school sport.” The search identified 2050 records, of which only six were ultimately included. The records were assessed for researcher, bias employing a modified Downs and Black Appraisal scale. Due to the paucity of literature recounting the history of Chatsworth’s Physical Education and extra-curricular school sport, interviews were conducted with two proponent Chatsworth physical education teachers. The article describes the national and provincial education curriculum reforms that influenced Physical Education and extra-curricular school sport in Chatsworth.

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“…These studies also agree that active participation in playful physical activities could develop a positive conception of society (Gould & Carson 2008;Katilmiş 2017). Roux et al 2008;Spacey 2017). In this study, PE teachers stated that 'teachers must physically display these values in themselves, they must model them'.…”

Section: Theme 2: Reasons For Values Educationmentioning

confidence: 99%

“…This therefore could contribute to juvenile delinquency (Aneja 2014). Although the acquisition of knowledge, skills and attitudes is uniquely structured in different societies through informal and formal learning practices (Roux, Burnett & Hollander 2008), schools have an important role to play because most values are gained and shared at educational institutions.…”

Section: Introductionmentioning

confidence: 99%

Pre-service teachers’ perception of values education in the South African physical education curriculum

Roux

Dasoo

2020

South African Journal of Childhood Education

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The study was conducted in the Gauteng Province.Methods: A questionnaire was employed to collect quantitative data (close-ended questions) and qualitative data (open-ended questions) from all final year BEd physical education students (n = 68).Results: Sixty-eight values were identified: respect (n = 47), honesty/integrity (n = 23) and courage/perseverance/determination (n = 25) were ranked as the three values these teachers considered as important for inclusion in a physical education curriculum. Conclusion:These pre-service physical education teachers indicated that learners could learn core values and basic human rights in a conducive and safe learning environment by employing roleplay, games and modelling as the main strategies to infuse values in their physical education lessons.

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Curriculum enrichment through indigenous Zulu games

Cited by 9 publications

References 7 publications

Multimodality and the Multiliteracies Pedagogy

Multimodality and the Multiliteracies Pedagogy

A Historical Metamorphosis of Physical Education and Extra-curricular School Sport Activities in Chatsworth, Durban, South Africa (1960–2020)

Pre-service teachers’ perception of values education in the South African physical education curriculum

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