Creative Education 2013. Vol.4, No.12B, 51-57 Published Online December 2013 in SciRes (http://www.scirp.org/journal/ce) http://dx.doi.org/10.4236/ce.2013.412A2008 Reliving South African Apartheid History in a Classroom: Using Vuyisile Mini’s Protest Songs1 Vuyisile Msila Department of Educational Leadership and Management, College of Education, University of South Africa (UNISA), Pretoria, South Africa Email: [email protected] Received October 30th, 2013; revised November 30th, 2013; accepted December 7th, 2013 Copyright © 2013 Vuyisile Msila. This is an open access article distributed under the Creative Commons Attri- bution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. In accordance of the Creative Commons Attribution License all Copyrights © 2013 are reserved for SCIRP and the owner of the intellectual property Vuyisile Msila. All Copyright © 2013 are guarded by law and by SCIRP as a guardian. Many history pupils in South African classrooms study history in second or third language. This creates a number of problems for pupils who have to struggle with the language of learning and teaching as they grapple with historical events. This study sought to examine the impact of the protest song in the teaching of South African (struggle) history. The researcher employed qualitative research methods to investigate one teacher’s practice in her two history classes. She used struggle stalwart and composer, Vuyisile Mini’s compositions in facilitating teaching. The songs were either played from an audiotape or the teacher taught the class lyrics of some songs for the pupils to sing. Both the pupils and their teacher con- curred that music played a crucial role in the classroom. The pupils also pointed out that music made them to remember historical events. The teacher stated that she wanted the pupils to be able to think critically as they constructed knowledge during the lessons. Moreover, in line with literature, the history classes were able to use cultural memory for critical learning. The methods used in the class were also able to make the pupils transfer learning to other situations. Conclusions illustrate that effective teachers will al- ways seek creative ways to engage pupils in classrooms and music is one of these. Utilizing creative ways continuously is the crux of effective teaching and learning. Keywords: Apartheid; Collective Memory; Heritage; Critical Thinking; Creative Teaching Introduction the need to utilize the Personal Practical Theory (PPT) in teaching subjects such as history. These authors point out that Long before they start their schooling careers, children learn PPT involves an intense analytical look at one’s own instruc- to sing. The radio, the television and religious groups are some tional practice and how a teacher can best enhance their in- of the powerful sources of teaching the pre-schoolers to sing. structional practice and their instruction so that all pupils can However, music appears to be less used in South African learn. Therefore, the use of songs in teaching is among the ap- schools after the initial grades. Schools around the world proaches that an educator can use to facilitate learning in the though have been using music for decades especially in second classroom. Using songs can be explored as one aspect to check language classrooms where it is perceived as crucial in devel- what works well in classrooms. Goering and Burenheide (2010) oping the cognitive aspects (Engh, 2013; Heyworth, 2013). also point out that there are three distinct phases for PPT: Furthermore, Engh (2013) contends that music breaks the Identify what guides one’s beliefs and actions; boundaries between the various communities that pupils belong Analyze how these beliefs can best align to the content to. This author maintains that life outside the classroom is filled being taught; and with music and it is justifiable to consider it as a non-traditional Implement and reflect how this works in the classroom. teaching method. Goering and Burenheide (2010) write about A teacher using songs as a form of PPT can see whether or 1The protest song’s roles: Cultural role—these songs were reflected the not teaching is enhanced. The songs in a history classroom culture of the oppressed. They usually showed where the people were and become part of the primary sources. Paras, Piche and Nillas why they needed to fight the domination. Many songs infused culture, they (2004) state that if one considers the value placed on the pupils’ had a cultural aspect. The dance and rhythm also reflected the culture. Po- litical role—all liberation songs had a political message. They were didactic understanding of history, primary sources can be used to and showed the oppressed why they needed to shirk off the chains of bond- deepen the pupils’ understanding. It is also crucial to use the age. Mobilizing role-linked to the political role of the song, there was the correct criteria in selecting these songs. Kramer (2001) points mobilising role. The songs’ message wanted to reach as many people as out that the text must fit the pupils’ level; the singer’s diction possible—calling them to join the liberation struggle. Narrative role-many songs bore history; they recounted what happened in history. The narrative must be clear, so that the pupils can easily understand the lyrics was contained in the political and the mobilising role of the song. and the songs must come from a variety of musical styles to Open Access 51 V. MSILA afford opportunities to reach the widest possible audience. about the world by listening, thinking, acting and integrating This paper looks at teacher practice in a history classroom new experiences—experiential learning is the format in which where the teacher teaching South Africa’s struggle history uses we own our own learning whether we are a child or an adult”. the protest song as a primary source. The teacher mainly used songs composed by the South African Congress of Trade Union The Study (SACTU) activist Vuyisile Mini. This trade unionist was also an African National Congress (ANC) member who was hanged The study emanated from the history teacher’s own action by the apartheid government in November 1964. The main research. She had been reflecting on her use of music and songs question asked was: What can educators and pupils learn in in her history classrooms for more than four years. Action re- history classrooms where songs were used as primary sources? search is a strong tool for change and improvement at the local level (Cohen, Manion, & Morrison, 2009). Action research has Pedagogy and Song in the Classroom been used widely when teachers want to replace traditional methods by a discovery method. The researcher collected data Van der Merwe (2007) points out that theories of cognitive through qualitative research methods where the history teacher’s psychologists such as Bruner support the idea that knowledge two secondary school classes were observed. Apart from a and skills are synergistic and are established through integration, month’s classroom observations, the researcher interviewed the interrelationships and interconnectedness which increase learn- teacher as well as ten learners. Three one hour classes were ing. Songs and the arts should be accorded a place in all curric- observed each week and the researcher was a non- participant ula to actualize this integration in the classroom. Kramer (2001) observer. Among others, the observation schedule included also writes about the benefits of using songs in the classroom. observation of classroom participation, level of interest in the He points out that they offer mnemonic codes, such as repeti- lesson, how the songs connect with the lesson, how the teacher tion, rhyme, and melody that help the listener’s memory. In the utilized the songs. The researcher observed groups of pupils as second language classroom songs have an even special value. they sang along some of the songs before discussions. He also “Since many students enjoy listening to songs in their native listened to the group discussions as learners interpreted the language, the teaching of songs in the foreign language (FL) lyrics trying to link them to particular events in history. classroom can help motivate students to learn” (Kramer, 2001). Brewer (1995) points out that the intentional use of songs in the Mini and the Freedom Song classroom will set the scene and learning atmosphere to en- In her first lesson of introducing Mini’s songs in her class- hance the teaching and learning activities. Brewer lists a num- rooms, the educator gave a brief historical background about ber of aspects that are accentuated by songs in classrooms and the composer, demonstrating his pictures in the classroom and these include: playing an audiotape of his last words before he was executed Creating the desired atmosphere; in November 1964. The teacher played an audio recording of a Energizing the learning activities; reader who was reading Mini’s written response to the apart- Improving memory; and heid police who were offering him and his two fellow accused Enhancing imagination. clemency should they denounce the ANC struggle and work All these show that the songs can make learning effective. for the system instead. Mini wrote about this communication Carlson (2010) contends that the songs are able to make per- with the security branch in 1964: sonal and world connections to the content studied. Moreover, I am presently awaiting execution at Pretoria Central Gaol the pupils are able to think critically about the issues raised by having been sentenced to death at the beginning of the year. On the content studied and song. October 2, 1964, Captain Geldenhuys and two other policemen Levey and Byrd (2011) also cite White and Cormack (2006) came to see me.