DOCSLIB.ORG

Communication Module. Technology in the Classroom, Applications and Strategies for the Education of Children with Severe Disabilities

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Communication Module. Technology in the Classroom, Applications and Strategies for the Education of Children with Severe Disabilities DOCUMENT RESUME ED 384 148 EC 303 781 AUTHOR Blackstone, Sarah W. TITLE Communication Module. Technology in the Classroom, Applications and Strategies for the Education of Children with Severe Disabilities. INSTITUTION American Speech-Language-Hearing Association, Rockville, MD. SPONS AGENCY Special Education Programs (ED/OSERS), Washington, DC. REPORT NO ISBN-0-910329-70-2 PUB DATE Sep 92 CONTRACT H086U90018 NOTE 174p. AVAILABLE FROM Fulfillment Operations, American Speech-Language-Hearing Association, 10801 Rockville Pike, Rockville, MD 20852 ($45, $4.90 postage and handling). PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Assistive Devices (for Disabled); *Augmentative and Alternative Communication; Behavior Rating Scales; *Classroom Techniques; *Communication Aids (for Disabled); *Communication Skills; Early Childhood Education; Integrated Curriculum; Intervention; Needs Assessment; Program Development; Program Implementation; *Severe Disabilities; Skill Development; Student Evaluation; *Technology ABSTRACT This training module is part of a series that provides a basic introduction to using assistive technology with young children (ages 2 to 7) who have severe disabilities in more than one area of development. This module focuses on technology that gives children another way to communicate when speaking is difficult or impossible. The module presents a four-phase intervention process built around a child's educational curriculum. The focus is toward helping the child achieve functional skills in all areas of life, including home, school, and community. The module begins with an introduction outlining the role of technology and members of the technology team and then provides an overview of communication, including the benefits of augmentative communication. The four phases are then presented: assessment and evaluation of effectivenass; program development and communication system implementation; expansion; and independence and growth. Within the discussion of each phase of intervention are descriptions of helpful tools, techniques, and strategies. Sample action and participation plans are also included to demonstrate how a child can be moved forward in his or her use of assistive technology. Appendixes provide an assistive technology resource list, examples of high technology devices, graphic symbol sets and systems, an interaction profile, a communication skill inventory, a communication assessment protocol, other inventories and rating scales, and a list of resources on devices and implementation strategies. A videotape, entitled "Assistive Technology: We Can Do It!," was developed to accompany this module and related modules (Contains 23 references.)(JDD) 4.10q,L,VOlg Technology in the Classroom Applications and Strategies for the Education of Children with Severe Disabilities Communication Module U DEPARTMENT Of EDUCATION Office of Educational Research and Irnotowernnt EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as raceway from the person Or OffillnflhOft onginfilinp rt Minor chenties rev. been made to whprcrile reproduction Quality Points of slew01Opini On* stated in thel doCir rnnt do not nate:Manly repelent official OERI MelonOfpolcy a BEST COPY AVAILABLE Communication Module Technology in the Classroom Applications and Strategies for the Education of Children with Severe Disabilities by Sarah W. Blackstone edited by Nancy T. Harlan Deborah M. Bruskin Aix ,N SPEECI+LANGUC7E- Hwmic AssoaArioN September 1992 3 COMMUNICATION MODULE Our apologies to Charity Rowland and Philip Schweigert of the OregonResearch Institute for omission of credit to them for the pictures appearingon pages 16, 18, 55, and 60. We are most appreciative of theirkind contribution. The project was supported in part by grant numberH086U90018from the Office of Special Education Programs, U.S. Depart- ment of Education, Washington, DC. The contents do not necessarily representthe policies or opinions of the American Speech-Language-Hearing Association or the U.S. Department of Education. Technology in the Classroom: Applications and Strategies for the Education of Childrenwith Severe Disabilities, Communica- tion Module is published by the American Speech-Language-Hearing Association.Order forms may be obtained by calling or writing to: Fulffillment Operations American Speech-Language-Hearing Association 10801Rockville Pike Rockville, Maryland20852 (301) 897-5700,Ext.218 0 1992 American Speech-Language-Hearing Association 10801 Rockville Pike Rockville, Maryland20E52 Printed in the United States ISBN 0-910329-70-2 Dedicated to the families, teachers, and service providers who are untiring in their efforts to help young children with severe disabilitiesreach their full potential. The purpose of this module is to give you information about assistive technology that will be helpful to you and your child or the children you serve. Therefore, make it work for you. Read only what you want to know now; read the rest later when it is pertinent to your needs. Preface With the advent of assistive technology, a new worldopened up for children with severe disabilities. They now would be able to moveabout, communicate, and learn, often alongside their able-bodied peers. However,making this technology available to these children and teaching them how to use it was not,and is not, an easy task. How do you go aboutinforming educators and related service providers about the intricacies, challenges, and benefits associatedwith using technology? How do you help them to become comfortable using assistivedevices as tools that can enhance, rather than interferewith, their daily teaching and other responsibili- ties? Technology in the Classroom: Applications and Strategies for theEducation of Children with Severe Disabilities, a 3-year project funded in part bythe U.S. Department of Education, tries to address these questions. The AmericanSpeech-Language- Hearing Association (ASHA) designed this project todevelop, field-test, and evaluate the effectiveness of self-instructional materials thatwould improve the knowledge and skills of families, teachers, and related servicepersonnel so that they could use assistive technology effectively in theeducational programs of young children with severedisabilities. Development of these materials involved the collaborative effort of many individuals who contributedsignificantly to the final products. Authors. These materials were authored by clinicians andteachers who have many years of experience in thefield of assistive technology. Sarah W. Blackstone, E. Lucinda Cassatt- James, Elaine Tref ler, and CarolFlexer all have seen young children struggle to walk, talk, learn, and listen before mostof the assistive tech- nologies available today existed. They know today'stechnology because their input helped to develop it. It was their vision and creativity thatguided the direction of this project. Their respect for children, their skills indetermining children's needs, and the depth of their knowledge regarding strategies to usein meeting those GI needs have been demonstrated in the content of the projectmaterials, along with their ability to share this knowledge in a clear andunderstandable manner. We all are indebted to these women fortheir long-term dedication to, and advocacy for, children with disabilities. Site Coordinators. Two field tests were concluded duringthe course of the project to help us determine whether the projectmaterials were actually useful in provid- 110 ing families, teachers, and related service providerswith strategies for a incorporating assistive technologies into the educational programsof young chil- dren. A local field test was conducted in MontgomeryCounty, Maryland; we are grateful to Tom O'Toole, Sandra Lebowitz, and NancyGould for helping us to conduct this field test and for facilitating a smoothworking relationship with public school personnel. The second field test, which wasconducted at the national level, was made possible by the willingness and graciousefforts of Peggy Locke in Minnesota, Richard Lytton in Rhode Island, JudyMontgomery in California, and Gail Van Tatenhove in Florida. Not only did theylocate the field-test sites and V t; Technology in the Classroom- Communication Module participants, but with their knowledgeable input they facilitated the fine-tuning of field-test evaluation instruments to better suit potential field-test participants. They also provided valuable input into the structuring of project materials. Their enthu- siasm for the project, their care in completing tedious tasks, and their collective sense of humor all contributed enormously to the successful completion of the project. External Advisors and Peer Reviewers. So many individuals gave freely of their time and energy to review the project materials, each contributing to the preparation of a better product. With heartfelt thanks we acknowledge Mary Brady, Linda Burkhart, Philippa Campbell, Cynthia Compton, Susan Elting, Don Goldberg, David Hawkins, Susan Hough, Mary Blake Huer, Bill Lee, Janice Light, Bill Lynn, Noel Matkin, Shirley Mc Naughton, Beth Mineo, Marion Panyan, Kathy Post, Susan Quinlisk-Gill, Eileen Raab, Mark Ross, Janis Speck, and Lana Warren. Internal Advisors. This group (Stan Dublinske, Kathryn Nickell, Cassandra Peters- Johnson, Diane Paul-Brown, Helen Pollack, and Jo Williams) supported the project throughout all of its phases and provided insightful suggestions, for which we are extremely
Load more

Recommended publications
  • Script Symbology Sequence, Duality & Correspondence in Screenplays & Drama
    Script Symbology Sequence, Duality & Correspondence in Screenplays & Drama John Fraim John Fraim 189 Keswick Drive New Albany, OH 43054 760-844-2595 [email protected] www.midnightoilstudios.org www.symbolism.org www.desertscreenwritersgroup.com www.greathousestories.com © 2017 – John Fraim FRAIM / SS 1 “Eternal truth needs a human language that varies with the spirit of the times. The primordial images undergo ceaseless transformation and yet remain ever the same, but only in a new form can they be understood anew. Always they require a new interpretation if, as each formulation becomes obsolete, they are not to lose their spellbinding power.” Carl Jung The Psychology of Transference The endless cycle of idea and action, Endless invention, endless experiment, Brings knowledge of motion, but not of stillness; Knowledge of speech, but not of silence; Knowledge of words, and ignorance of the Word. T.S. Eliot The Rock “The essential problem is to know what is revealed to us not by any particular version of a symbol, but by the whole of symbolism.” Mercea Eliade The Rites and Symbols of Initiation “Francis Bacon never tired of contrasting hot and cool prose. Writing in ‘methods’ or complete packages, he contrasted with writing in aphorisms, or single observations such as ‘Revenge is a kind of wild justice. The passive consumer wants packages, but those, he suggested, who are concerned in pursuing knowledge and in seeking causes will resort to aphorisms, just because they are incomplete and require participation in depth.” Marshall McLuhan Understanding Media FRAIM / SS 2 To Eric McLuhan Relentless provocateur over the years FRAIM / SS 3 Contents Preface 8 Introduction 10 I.
    [Show full text]
  • In the Labyrinths of Language : a Mathematician's Journey
    Chapter 1 What Language Is A Collection of Statements About Language It is good form in the sciences to begin a paper with a review classify- ing and systematizing the earlier formulated conceptions. However, 1 cannot do this in the present case. Statements about language are so various and sometimes so contradictory that it seems impossible to place them according to a precise scheme-logically developed in historical perspective. The subject is complicated by the fact that linguistics is the most ancient scholarly branch. Its sources can be found not only in an- cient Greece but also in ancient India and the Arab world of the past, and, most importantly, these ancient statements about language retain a peculiar interest; even nowadays, they have not become just a property of the archives of the history of science. Without attempting to overcome this enormous difficulty, I shall con- fine myself to quoting, in chronological order, a series of statements about language which I have found most interesting. Sciences develop in time. They grow as trees do: some of their branches wither and fall off, others spread more luxuriantly, and as the tree grows its lower branches become hidden in the earth-they pass into the do- main of history. Linguistics, however, does not follow this pattern of development: this is a mosaic of bright colors in a vast field, and the field turns out to be magical. After new flowers have appeared, the old ones do not fade; they do not lose their brightness and freshness. My collec- tion of statements is but a weak attempt to reflect this bright picture.' 8 The collection of statements about language given below was, in its major pan, compiled by A.
    [Show full text]
  • The Piano Equation
    Edward T. Cone Concert Series ARTIST-IN-RESIDENCE 2020–2021 Matthew Shipp The Piano Equation Saturday, November 21 2020 8:00 p.m. ET Virtual Concert, Live from Wolfensohn Hall V wo i T r n tu so osity S ea Institute for Advanced Study 2020–2021 Edward T. Cone Concert Series Saturday, November 21, 2020 8:00 p.m. ET MATTHEW SHIPP PROGRAM THE PIANO EQUATION Matthew Shipp Funding for this concert is provided by the Edward T. Cone Endowment and a grant from the PNC Foundation. ABOUT THE MUSIC David Lang writes: Over the summer I asked Matthew Shipp if he would like to play for us the music from his recent recording The Piano Equation. This album came out towards the beginning of the pandemic and I found myself listening to it over and over—its unhurried wandering and unpredictable changes of pace and energy made it a welcome, thoughtful accompaniment to the lockdown. My official COVID soundtrack. Matthew agreed, but he warned me that what he would play might not sound too much like what I had heard on the recording. This music is improvised, which means that it is different every time. And of course, that is one of the reasons why I am interested in sharing it on our season. We have been grouping concerts under the broad heading of ‘virtuosity’–how music can be designed so that we watch and hear a musical problem being overcome, right before our eyes and ears. Improvisation is a virtuosity all its own, a virtuosity of imagination, of flexibility, of spontaneity.
    [Show full text]
  • KNOWLEDGE ORGANIZATION KO Contents
    Knowl. Org. 30(2003)No.3/No.4 KNOWLEDGE ORGANIZATION KO Official Quarterly Journal of the International Society for Knowledge Organization ISSN 0943 – 7444 International Journal devoted to Concept Theory, Classification, Indexing and Knowledge Representation Contents Introduction Tennis, Joseph T. Two Axes of Domains for Hjørland, Birger, and Jenna Hartel. Introduction Domain Analysis..............................................................191 to a Special Issue on Domain Analysis........................... 125 Zins, Chaim, and David Guttman. Domain Analysis of Social Work: An Example of an Integrated Methodological Approach.............................196 Articles Albrechtsen, Hanne, and Annelise Mark Pejtersen. Cognitive Work Analysis and Work Centered Design Ørom, Anders. Knowledge Organization in the of Classification Schemes ................................................213 Domain of Art Studies – History, Transition and Hartel, Jenna. The Serious Leisure Frontier in Library Conceptual Changes....................................................... 128 and Information Science: Hobby Domains....................228 Abrahamsen, Knut Tore. Indexing of Musical Genres: An Epistemological Perspective ....................... 144 Sundin, Olof. Towards an Understanding of Afterword Symbolic Aspects of Professional Information: An Analysis of the Nursing Knowledge Domain.......... 170 Hjørland, Birger, and Jenna Hartel. Ontological, Gazan, Rich. Metadata as a Realm of Translation: Epistemological and Sociological Dimensions of Merging
    [Show full text]
  • 1. Oral Expression and Listening Learning of Word Meanings Occurs
    1. Oral Expression and Listening Learning of word meanings occurs rapidly from birth through adolescence within communicative relationships. Everyday interactions with parents, teachers, peers, friends, and community members shape speech habits and knowledge of language. Language is the means to higher mental functioning, that which is a species- specific skill, unique to humans as a generative means for thinking and communication. Through linguistic oral communication, logical thinking develops and makes possible critical thinking, reasoning, development of information literacy, application of collaboration skills, self-direction, and invention. Oral language foundation and written symbol systems concretize the way a student communicates. Thus, students in Colorado develop oral language skills in listening and speaking, and master the written language skills of reading and writing. Specifically, holding Colorado students accountable for language mastery from the perspectives of scientific research in linguistics, cognitive psychology, human information processing, brain-behavior relationships, and socio-cultural perspectives on language development will allow students to master 21st century skills and serve the state, region, and nation well. Prepared Graduate Competencies The preschool through grade 12 concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. Prepared Graduate Competencies in the Oral Expression and Listening Standard:
    [Show full text]
  • The Routledge Companion to Remix Studies
    THE ROUTLEDGE COMPANION TO REMIX STUDIES The Routledge Companion to Remix Studies comprises contemporary texts by key authors and artists who are active in the emerging field of remix studies. As an organic interna- tional movement, remix culture originated in the popular music culture of the 1970s, and has since grown into a rich cultural activity encompassing numerous forms of media. The act of recombining pre-existing material brings up pressing questions of authen- ticity, reception, authorship, copyright, and the techno-politics of media activism. This book approaches remix studies from various angles, including sections on history, aes- thetics, ethics, politics, and practice, and presents theoretical chapters alongside case studies of remix projects. The Routledge Companion to Remix Studies is a valuable resource for both researchers and remix practitioners, as well as a teaching tool for instructors using remix practices in the classroom. Eduardo Navas is the author of Remix Theory: The Aesthetics of Sampling (Springer, 2012). He researches and teaches principles of cultural analytics and digital humanities in the School of Visual Arts at The Pennsylvania State University, PA. Navas is a 2010–12 Post- Doctoral Fellow in the Department of Information Science and Media Studies at the University of Bergen, Norway, and received his PhD from the Program of Art and Media History, Theory, and Criticism at the University of California in San Diego. Owen Gallagher received his PhD in Visual Culture from the National College of Art and Design (NCAD) in Dublin. He is the founder of TotalRecut.com, an online com- munity archive of remix videos, and a co-founder of the Remix Theory & Praxis seminar group.
    [Show full text]
  • Phonology Versus Phonetics in Speech Sound Disorders
    Chapter 10 Phonology Versus Phonetics in Speech Sound Disorders WOLFRAM ZIEGLERa aInstitute of Phonetics and Speech Processing, Ludwig Maximilian University of Munich, Germany Correspondence to Wolfram Ziegler: [email protected] Abstract: Historically, aphasiologists have created a deep chasm between phonological and phonetic impairments of sound production. Today, there is still a fundamental separation of aphasic–phonological impairment from phonetic planning impairment (apraxia of speech), both in theoretical models and in clinical taxonomy, although several new developments in phonetics and phonology emphasize that phonetic substance interacts with phonological structure. Yet, these developments have not yet found their way into neurolinguistic theories of sound production impairment. This chapter is focused on the question of whether modern theories of aphasic phonological impairment provide appropriate frameworks to study the potential links or divides between phonetic and phonological sound production impairment. Three different accounts are discussed: (1) the phonological mind theory proposed by Berent (2013), (2) connectionist theories in the tradition of Dell (1986), and (3) optimality theory and harmonic grammar approaches developed by Prince and Smolensky (2004) as well as Smolensky and Legendre (2006). A common property of these frameworks is that they lack any theoretical handle by which a potential role of phonetic substance in the origin of phonological errors can be grasped. As a consequence, these theories are inappropriate to illuminate the pathomechanisms underlying phonological impairment in aphasia. In a final section, several approaches are introduced that appear more promising in this regard. Speaking is one of the most complex and, at the same time, one of the easiest of all human motor activities.
    [Show full text]
  • Music and Other Performing Arts for Sustainable Development Kabarak University, Nakuru, Kenya, 24Th – 26Th October 2018
    Kabarak University International Research Conference on Refocusing Music and Other Performing Arts for Sustainable Development Kabarak University, Nakuru, Kenya, 24th – 26th October 2018 Conference Proceedings Kabarak University International Research Conference on Refocusing Music and Other Performing Arts for Sustainable Development Kabarak University, Nakuru, Kenya 24th – 26th October 2018 Page 1 of 92 Kabarak University International Research Conference on Refocusing Music and Other Performing Arts for Sustainable Development Kabarak University, Nakuru, Kenya, 24th – 26th October 2018 Editors 1. Dr Christopher Maghanga 2. Prof Mellitus Wanyama 3. Dr Moses M Thiga Page 2 of 92 Kabarak University International Research Conference on Refocusing Music and Other Performing Arts for Sustainable Development Kabarak University, Nakuru, Kenya, 24th – 26th October 2018 Sponsors This conference was graciously sponsored by the National Research Fund Page 3 of 92 Kabarak University International Research Conference on Refocusing Music and Other Performing Arts for Sustainable Development Kabarak University, Nakuru, Kenya, 24th – 26th October 2018 Foreword Dear Authors, esteemed readers, It is with deep satisfaction that I write this foreword to the Proceedings of the Kabarak University 8 th Annual International Research Conference held between 22nd and 26th October at the Kabarak University Main Campus in Nakuru, Kenya. This conference focused on the thematic areas of computer, education, health, business and music and attracted a great number
    [Show full text]
  • Understanding Popular Music, Second Edition
    Understanding Popular Music Understanding Popular Music is an accessible and comprehensive introduction to the history and meaning of popular music. It begins with a critical assessment of the different ways in which popular music has been studied and examines the difficulties and debates which surround the analysis of popular culture and popular music. Drawing on the recent work of music scholars and the popular music press, Roy Shuker explores key subjects which shape our experience of music, including music production, the music industry, music policy, fans, audiences and subcultures, the musician as ‘star’, music journalism, and the reception and consumption of popular music. This fully revised and updated second edition includes: • case studies and lyrics of artists such as Shania Twain, S Club 7, The Spice Girls and Fat Boy Slim • the impact of technologies including on-line delivery and the debates over MP3 and Napster • the rise of DJ culture and the changing idea of the ‘musician’ • a critique of gender and sexual politics and the discrimination which exists in the music industry • moral panics over popular music, including the controversies surrounding artists such as Marilyn Manson and Eminem • a comprehensive discography, guide to further reading and directory of websites. Roy Shuker is Associate Professor in Media Studies at Massey University, New Zealand. He is the author of Key Concepts in Popular Music (Routledge 1998). LONDON AND NEW YORK Understanding Popular Music Second edition I Roy Shuker First published 1994 now known or hereafter invented, including by Routledge photocopying and recording, or in any 11 New Fetter Lane, London EC4P 4EE information storage or retrieval system, without permission in writing from the publishers.
    [Show full text]
  • Chicago Guide for Teaching & Learning in the Arts
    TheThe ChicagoChicago GuideGuide forfor TeachingTeaching andand LearningLearning inin thethe ArtsArts MUSIC H VISUAL ARTS H DANCE H THEATER OFFICE of | ARTS | EDUCATION The Chicago Guide for Teaching and Learning in the Arts MUSIC H VISUAL ARTS H DANCE H THEATER OFFICE of | ARTS | EDUCATION Table of Contents music in ChicaGO Acknowledgments vi Welcome 1 Introduction: Public School Arts Education at the Crossroads 2 Vision 4 Instructional Planning for Arts Education 8 Building a Unit Plan 10 A Sweet Home Building a Lesson Plan 12 for Blues Music Developing an Assessment Plan 14 28 Music 17 Soundtrack for Elements of a Quality Music Program 18 a City: Chicago Best Practices for Music Teachers 20 Jazz Music 36 GRADES PRE -K–2 22 The Developing Music Student 22 Scope and Sequence 24 GRADES 3–5 30 The Developing Music Student 30 Latin Music Scope and Sequence 32 Flourishes in Chicago 44 GRADES 6–8 38 The Developing Music Student 38 Scope and Sequence 40 HIGH SCHOOL I–II 46 The Developing Music Student 46 Scope and Sequence 48 One City, Many Traditions: Chicago Folk HIGH SCHOOL III–IV 54 Music 52 The Developing Music Student 54 Scope and Sequence 56 Music Sample Lesson Plans 62 Classical Chicago 60 VISUAL ARTS & DANCE IN ChicaGO Visual Arts 67 Elements of a Quality Visual Arts Program 68 Best Practices for Visual Arts Teachers 70 GRADES PRE -K–2 72 The Developing Visual Arts Student 72 Chicago’s Scope and Sequence 74 Major Museums 78 GRADES 3–5 80 World Dance on The Developing Visual Arts Student 80 the Chicago Scope and Sequence 82 Stage 128
    [Show full text]
  • More Brilliant Than the Sun: Adventures in Sonic Fiction: Concept Engineered by Kodwo Eshun
    -01[-016] -01[-015] More Brilliant Than The Sun: Adventures In Sonic Fiction: Concept Engineered By Kodwo Eshun More Brilliant Than The Sun is a �J )or travelling at the speed of _m�E !:I.� thought, a probe for drilling into new levels of possibility space. 'Its mission is to undermine the concepts this present has of "Health" and "Culture" and to excite mockery and hatred against these hybrid monsters of concepts.' Q Quartet Books -01[-0 1 4] First published in Great Britain by tf-,_, Quartet Books Limited in 1998 1-·'. '- A member of the Namara Group .( 27 Goodge Street London W1P 2LD Reprinted 199 9 Copyright© by Kodwo Eshun 19 98 All rights reserved. No part of this book may be reproduced in any form or by any means without the prior written of the publisher. The moral right of the author has been asserted. Every effort has been mode by the publishers to clear permission for the use of the photograph on the front cover of this book. The owner is invited to submit a claim for reproduction fees. A catalogue record for this book is available from the British Library ISBN 0 7043 8025 0 Printed and bound in Great Britain by Creative Print and Design Wales, Ebbw Vale -01[-0 13] DISCONTENTS oo [ -007] Operating System for the Redesign of Sonic Reality 01[001] World 4: Mutantextures of Jazz Anachronic Cybernetics of the World: George Russell Electronic Swarm Program: Teo Macero & Miles Davis, Herbie Hancock 02 [013] Transmaterializing the Breakbeat The Metamorphonic Machine is Motion-Capturing Your Nervous System: Grandmaster Flash, Knights
    [Show full text]
  • An Analysis of the Creative Arts CAPS Outline for the Foundation Phase
    Musical Understanding: An Analysis of the Creative Arts CAPS Outline for the Foundation Phase Marsanne Malan Thesis presented in fulfilment of the requirements for the degree of Master of Music (Music Education) in the Faculty of Arts and Social Sciences at Stellenbosch University Supervisor: Ms Danell Herbst December 2015 Stellenbosch University https://scholar.sun.ac.za Declaration By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that the reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. Date: 3 November 2014 Copyright © 2014 Stellenbosch University All rights reserved i Stellenbosch University https://scholar.sun.ac.za Abstract Musical Understanding: An Analysis of the Creative Arts CAPS Outline for the Foundation Phase In South Africa we are fortunate to have Music as part of the school curriculum. The new improved curriculum, the National Curriculum Statement Grades R – 12, is currently being introduced and implemented in South Africa from 2012 onwards. As a result of these developments in Basic Education, the researcher saw an open door to explore and discuss Music’s position in the curriculum in a study. Music is now part of the study area Creative Arts in a newly structured subject called Life Skills in the Foundation Phase. Each subject in the new curriculum has a prescribed outline of course material, referred to as CAPS (Curriculum and Assessment Policy Statement).
    [Show full text]