Title: Education in

Author(s): Elizabeth Oehrle

Source: Oehrle, E. (1990, Winter). in South Africa. The Quarterly, 1(4), pp. 5-9. (Reprinted with permission in Visions of Research in Music Education, 16(1), Summer, 2010). Retrieved from http://www-usr.rider.edu/~vrme/

It is with pleasure that we inaugurate the reprint of the entire seven volumes of The Quarterly Journal of Music Teaching and Learning. The journal began in 1990 as The Quarterly. In 1992, with volume 3, the name changed to The Quarterly Journal of Music Teaching and Learning and continued until 1997. The journal contained articles on issues that were timely when they appeared and are now important for their historical relevance. For many authors, it was their first major publication. Visions of Research in Music Education will publish facsimiles of each issue as it originally appeared. Each article will be a separate pdf file. Jason D. Vodicka has accepted my invitation to serve as guest editor for the reprint project and will compose a new editorial to introduce each volume. Chad Keilman is the production manager. I express deepest thanks to Richard Colwell for granting VRME permission to re-publish The Quarterly in online format. He has graciously prepared an introduction to the reprint series.

Music Education in South Africa

By Elizabeth Oehrle University of Natal

Abstract: In this time of extreme has remained the cornerstone of racial national difficulty and uncertainty separation in South Africa. about the future, South Africa's entire The people of South Africa did not accept educational system is faltering as the results of the Act without protest. In the political and economic disruption late 1960s there was opposition to differenti- overwhelms the nation's social struc- ated curricula and to the fact that funds for ture. As South Africa's music educa- the education of black children at the tors face the difficulties of changing primary and secondary levels were only a the traditions of segregation and fifth of those appropriated for white children. overemphasis upon Western music In 1976, the world was horrified to hear that forms, they are finding strength in black school children in Soweto, while sharing information and their visions participating in a peaceful protest, were shot for the future of South Africa. dead by . The children's protest was triggered by the fact that their outh Africa is a country of extreme classes were being conducted only in the conflict, tension, and promise. Dare language, but they were also S we consider the promise before seeking to call attention to the large numbers considering reasons for the conflict and of students struggling in an underfunded and tension? Peter de Lange articulated this in a inadequate educational system. recent article: "I dream of a country where Protests against the segregated system the dynamics of our diversity will work intensified. In the 1980s, students began to constructively, and where our communal boycott schools, and in 1986 they resorted to need will be so strong that we as a nation burning the schools. Student organizations will develop a sense of pride and mission and a National Education Crisis Committee that will bind us together." Fragile though (NECC) were formed, but such groups were this dream remains-for there is a perilous forced to meet secretly because of govern- path to be trod-at least it now has a real ment repression. ( ow, however, such chance of realization. groups meet openly.) In 1989, an enrollment General Education crisis, a contest of who "owns the schools," irregularities in exams, school closures, and Music education in South Africa must be more killing carried on the tradition of viewed within the broader context of the disruption and violence. nation's education crisis, which is deepening This crisis cannot be considered in a day by day. The foundation for today's vacuum, for South African education is tied problems was laid some 40 years ago, when closely to the nation's political and economic the South African National Party issued a conditions. Education has become the policy statement that students should be government's tool for social and political educated to the "appropriate" levels. In manipulation and is tied to political impera- practice, this meant that whites were to be tives such as Group Areas, the Homeland educated to lead the nation, and blacks were system, and the idea of "separate but equal" to be given the minimum training required accommodations for different races. Despite for manual labor. The system of racially the ineffectiveness of its educational and divided education was made official by the political policies and practices, the State has Education Act of 1953, and the school system presented no political solution and no

Volume 1, Number 4 5 educational solution to these problems. Minister of Education and Training, who Two more issues of great importance are stated that the government was prepared to facing South Africa and will have an impact talk about a single education system. of enormous proportions on the nation's The announcement may not dispel an future. First, mass unemployment is now increasingly militant mood among teachers, affecting people of all races and levels. who want to rebuild South Africa's frag- Second, according to a study by the vice- mented education system. While some chancellor of the University of Natal, P.V. educators struggle to salvage something of Booysen, the population of the country will the past for the present, others are beginning double by the year 2010; the black popula- to plan for post-liberation education. tion will triple. People'S Education is one post-liberation So the situation stands as we enter the plan. It is being shaped and developed 1990s: The vast majority of South African along such guidelines as the development of children have too few schools, poorly democratic values, cooperative work, and qualified teachers, and insufficient books and active participation. It also emphasizes the equipment. They live in an environment of stimulation of creativity and critical thinking social and political unrest and face a future in order to equip students for the future which seems crowded with problems. The (CACE, 1988, p. 8). These goals may affect relevance and legitimacy of the educational the process of music education. system is being questioned: Who decides? Music Education Who's involved? Who will control the General music classes were once offered in schools of the nation? many elementary schools, although very few Governance of the Schools schools today hold such classes. Only There are now 19 different educational specific secondary schools offer music as an agencies in South Africa that are involved in examination subject. Performing groups are administering the racially separated schools. primarily vocal, and students are required to The National Education Department oversees pay additional fees for instrumental instruc- the activities of the following: tion if such is available. The better instru- • One national agency and four provincial mental students are selected to play in the agencies (Cape, , , National Youth Orchestra. and Natal) oversee education for the white Music educators in South Africa are citizens of South Africa; working toward the understanding and • One agency oversees the system for coloured citizens; resolution of various concerns. One of the • One agency oversees education for citizens of most pressing is the phasing out of music Indian origin; and programs in the schools; as the country • Eleven agencies deal with the education of experiences grave economic difficulties, there black South Africans:one, controlled by the is a constant struggle for the survival of Department of Education and Training (DET), music education in the schools because is for "South African blacks;" six operate in the music has not been considered to be part of nonindependent homelands; and four are es- tablished in the "independent" homelands the core of education. Music educators are (Human Rightsand Repression in South Africa, also concerned about the schools' usual 1989, p. C23) focus on Western music and obliviousness This centralized system of control influ- toward the music traditions of the country's ences all South Africans by reinforcing social other cultures, as well as the difficulties and prejudice, protecting privilege, and encourag- injustices of the racially divided schools. ing competition. There is hope, however, Professional associations of music educa- that the education system will change in tors are playing an important role in estab- substantial ways. The week of May 13, 1990, lishing dialogue among educators and featured one education minister after another providing a forum for discussing and plan- calling for change. One of the most impor- ning changes in music education. For tant announcements was from the Deputy instance, at the first National Music Educa-

6 Tbe Quarterly tors' Conference in 1985, held at the Univer- ment, because [they are) expected to teach sity of Natal, vast discrepancies in the Western-oriented music" (Lucia, 1986, p. practice of music education in the segregated 118). divisions of the South African schools were African students who do manage to enter highlighted by well-informed educators the university to study music find themselves during a panel discussion entitled "Current underprepared upon entrance. Their music Music Education Situations in South Africa." instruction has usually occurred in a class of The panel's presenters represented the 100 children meeting for about 20 minutes Department of Education and Training, each week, taught by a classroom teacher which deals with the education of the black who has no musical training. population; the Department of Education and Mngoma also bemoaned the fact that Culture in the House of Delegates, which Western music is "given pride of place," oversees the Indian education system; the resulting in the virtual exclusion of African Department of Education and Culture in the music from school curricula. Educational House of Representatives which administers planners seem unaware that "there is a "coloured" education; and the Department of proliferation of indigenous musical styles and National Education, which is in charge of traditions in South Africa ... to which music education for the nation's whites. Informa- education can be related and which it can tion presented by some members of this draw from" (Lucia, 1986, p. 116) panel explains the status of music education. Dr. Sgatya from the University of the Khabi Mngoma, a well-known and re- Transkei summed up the effect of current spected South African music educator then at music education practices in South Africa: Zululand University, spoke of the gloomy "By the time the black child reaches the age situation of the secondary teacher training of five, he is a fully capable . The schools attempting to prepare students to present school method knocks his potential teach music. Poorly prepared students and out of him" (Lucia, 1986, pp. 197-198). limited resources have resulted in goals that Melveen Jackson, lecturer at the University are very basic in nature, such as the follow- of -Westville and doctoral candidate ing, drawn from the syllabus for a postpri- researching Indian music in South Africa, mary school course: spoke about the historical background of the 1. To equip pupils with a knowledge of the music education offered to Indian South essentials of theory of music, enabling them to Africans. She pointed out that the bias undertake further study beyond the limits of favoring Western music, imposed late in the this course; nineteenth century, "was largely the result of 2. To stimulate pupils' interests in music out- side the confines of their own environment and white liberal assimilation policy, which saw to give direction to their study of music for the the solution to South Africa's 'Indian prob- future; lem' in acculturation" (Lucia, 1986, p. 124). 3. To improve the pupils' standards of reading By 1929, the Report of the Music Organizer, to enable them to read music intelligently and which briefly mentioned Indian music, firmly critically; recommended that the basis of music 4. To provide students with an opportunity to education in Indian schools should be listen to music by a varied selection of compos- ers and thereby lay the foundation for intelli- Western music. In 1964, the first Inspector of gent study and the enjoyment of music in later School Music for Indian Education imple- life (Lucia, 1986, pp. 115-116). mented a school music programme based Students who persist in their training face entirely of Western music. He also intro- further difficulty. Because so few elementary duced the recorder and made it compulsory, schools now offer music classes, it is nearly to the exclusion of all other instruments. impossible to find African schools that will The narrow-minded philosophies of adminis- accept students for practice teaching. Finally, trators, as well as the lack of funds and of those students who succeed in completing qualified teachers, have hindered the devel- their training find themselves "sucked into an opment of music education in the Indian alien musical culture with insufficient equip- schools and the African schools.

Volume 1, Number 4 7 Today there is a move to introduce Indian the nation's second largest city, two universi- music into Indian music education. But as ties are moving toward a broader conceptual Jackson asks: view of music. How positive can such changes be when they At the University of Natal, the current en- are based on racist colour lines? Indian music rollment is racially varied: 12 percent African, for the Indians' If so, which Indian music? 2 percent coloured, 16 percent Indian, and Hindustani? Carnatic? Quawali? What about those seventh-generation South Africanswho 70 percent white. Given the figures of the have elected to embrace a Western ethic and anticipated population increase mentioned feel challenged by such "regressive"steps? earlier, in the coming years the percentage of Could it be that we might more effectively white Africans at this university will remain teach all to all South Africansunder an constant or decrease, while the percentage of integrated, comprehensive, and just education black Africans could increase substantially system?(Lucia,1986,p. 128). (Mayer, 1990, pp. Bl-2). Millicent Rink of the University of Cape- The music department of this university is town spoke about "White Music Education in among the first in South Africa to structure its South Africa." Basically the Western musical course to cover not only tradition is upheld, and syllabi are based on Western music, but also African, Indian, a "not-sa-recent" English model. Compared popular, and jazz styles. At least half of the to music education for Indians and Africans, students majoring in music education elect to however, more funds, qualified teachers, and conduct research projects involving the equipment are available. music of South Africa. A few examples: The total Western bias of music education "Zulu Folk : History, Nature, and being propagated at the southern-most tip of Classroom Potential" by B. Mthethwa; Africa is disturbing and raises many ques- "Southern Sotho Children's Songs" by P.L. tions. Quoting from my opening address Nhlapo; "Xhosa Children's Songs" by T. delivered at this conference: Nompula; "Introducing Indian Music into The present situation in South Africanmusic Local Indian Schools" by V. Pather; and education is that Western music is taught al- most exclusivelyin schools, and that concepts "African Music in the School" by S. Bonnett. like pitch and intonation are learned from an While most universities are debating how exclusivelyWestern point of view. best to handle problems arising from the Allchildren need to understand not only influx of many so-called "underprepared themselves, but others around them, and music students" and how to develop entry-level forms a highly significantpart of the process of courses for such students, the University of self-awareness and of one's awareness of oth- Durban-Westville is taking a different ap- ers. By experiencing the musics of other people, children will come to know that there proach. This university rejects the traditional are neither superior nor inferior musics-only Eurocentric academic mould; thus basic different. By experiencing different musics and changes are taking place in the music understanding their construction and function, department. Sallyann Goodall, a musicolo- children will begin to appreciate cultures about gist and a prime mover in this regard, which they know very little. Understanding describes the most recent developments: and appreciating differences among musics is The course . . . is divided into three elements in one way of ... realizing that cultural diversity all years: ,practical study, and is a cause for celebration. Musiceducators, compositional techniques. In the firstyear, therefore, must develop a conceptual approach that leads to the adoption of a wider view of musicology (which includes history and form) is music (Lucia,1986,p. 8). cross-cultural,with lectures on African,Indian, Western, and world music. Students learn three University-Based Efforts instruments of any of these cultures for their practical study. Compositionaltechniques cover Toward Change staff notation, Western harmony and counter In the effort to cut the strings that bind us point, and techniques of composition in Indian to a Western approach to music education, and Africanmusic and jazz styles (Goodall, some of South Africa's colleges and universi- 1990, p.19). ties are taking new initiatives. In Durban, Developments such as these hold the

8 Tbe Quarterly promise of greater relevance, legitimacy, and 2. Music education in southern Africa must shed concern for the field of music education in its exclusively Eurocentric basis. All music of South Africa. South Africa should be studied in teacher- Looking to the Future training progranunes and made available to all children. Our belief in a multicultural music In addition to the formal aspects of music education programme is not a belief in a education, there is much to be learned from plurality of separately nurtured musical cultures, and about the South African traditions of but in a free intermingling of different types of informal music education. The author once music in one common school curriculum appli observed, in the midst of a thunderstorm, a cable to all schools. young mother dancing on the city pavement. These initial steps taken by music educa- Her little child, barely able to walk, imitated tors hold promise that a new direction for her movements with sheer joy. In Africa, the music education in this part of Afrtca may unborn child moves with the mother's emerge as the country enters into a new state dancing and singing. When newborn, the of transition. Today, June 1, the threat of a child, tied to the mother's back, continues to national teachers' strike looms; black teach- move with her as she dances and sings. ers marched in to demonstrate When old enough to walk, the child begins solidarity among members of a profession to imitate the dances and songs of the pervaded by divisions. Without the disman- parents. It is any wonder that Dr. Sgatya said tling of , however, all promise of that by the time the African child is years 5 peace and education in South Africa will of age, the child is a musician? remain unfulfilled. How to maintain this musicianship is one of the many questions requiring urgent References attention in South Africa. Perhaps a starting Centre for Adult and Continuing Education point is the realization that the innovations or (CACE). Wbat is People's Education? Belville: developments in Western music education University of Western Cape, 1988. are often but a rediscovery of what the Goodall, Sallyann. "The So-Called Disadvan- Africans have done for centuries. taged Student." Paper presented during the panel Two documents adopted in April, 1990, are "Perspectives of Multicultural Music Education" at significant. The first is the "Declaration the Fourth National Music Educators' Conference, Towards a Policy for Music Education in University of Pretoria, April 10, 1990. South Africa." All delegates attending the "Human Rights and Repression in South Africa," Fourth National Music Educators' Conference in Info. '89, A Folder of Facts and Figures about at the University of Pretoria, the largest Soutb Africa. Human Awareness Programme: gathering of music educators yet to take 1989. place in South Africa, accepted this declara- Lucia, Christine (ed.). Proceedings of tbe First tion. Though motivation for drawing up this National Music Educators' Conference. Durban: policy statement was the current national University of Natal, 1986. crisis in music education, two mandatory ----. Proceedings of the Second National conditions were included which represent a Music Educators' Conference. Durban: University decided shift away from the status quo. One of Natal, 1988. is "direct representation by music educators Mayer, Jean. "A Critical Mass of Educated in a high level in a single educational Blacks Is the Key to Social and Political Progress department." The other is "the recognition of in South Africa." The Chronicle of Higher Educa- the educational value of all music for all tion, April 11, 1990, pp. Bl-2. South Africans" (Oehrle, 1990). Oehrle, Elizabeth, (ed.), Proceedings of the The second document is the Charter of the Third National Music Educators' Conference. Southern African Music Educators Society Durban: Southern African Music Educators' (SAMES). Its statements include: Society, 1990 ~ 1. Education must be equal and compulsory for all children.

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