The music and life of André Rieu for teacher professional development in a secondary school in South Africa

Jannie Ph Pretorius,Karen E Junqueira

doi:10.1080/23311983.2018.1560614

Jannie Ph Pretorius, Karen E Junqueira

Open Access

https://doi.org/10.1080/23311983.2018.1560614

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Abstract

The attributes and characteristics which are elicited during performances of music artists can, by establishing interdisciplinary connections between the arts and education, serve as direction indi...

Highlights

Bloch (2009, p. 58) and Jansen and Blank (2014, p. 25) paint a rather depressing picture of the state of South African schools, describing it as a national disaster: the education system works for about 20% of schools; the remaining 80% are marked by low pass rates and few university-level passes
This study entailed guiding a group of teachers with diverse cultural backgrounds in a South African school to identify positive themes from the artistry of a popular classical musician
The derived positive themes were applicable to their daily teaching activities

Summary

Introduction

Bloch (2009, p. 58) and Jansen and Blank (2014, p. 25) paint a rather depressing picture of the state of South African schools, describing it as a national disaster: the education system works for about 20% of schools; the remaining 80% are marked by low pass rates and few university-level passes. Bloch 25) paint a rather depressing picture of the state of South African schools, describing it as a national disaster: the education system works for about 20% of schools; the remaining 80% are marked by low pass rates and few university-level passes. The majority of schools are therefor not reaching their chief teaching objectives and on an international level, South African learners perform poorly in Mathematics and Literacy. Regarding the causes of this unfortunate situation, Bloch In 2013 there were 425 023 teachers and 12 489 648 learners in 25 720 schools (Department of Basic Education, 2015). Schools are often not well-organised, timetabling is poor, and institutional processes are arbitrary and ineffective Schools are often not well-organised, timetabling is poor, and institutional processes are arbitrary and ineffective (Bloch, 2009, p. 82–83)

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Conclusion