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Cnr Lynnwood Road and Roper Street, Hatfield, Pretoria 0002, South Africa
Private Bag X20, Hatfield 0028, South Africa
Bachelor of Arts (Honours) Music. Studies include performance, music history. Bachelor of Music. Studies may include performance (classical, jazz, opera, African music), choral conducting, music technology, musicology, composition, music therapy, music education. Bachelor of Music (Honours) Music Communicatiion.
Master of Music. In performance, musicology, composition, music education, music therapy. Doctor of Music.
University Diploma in Church Music.
The University of Pretoria was first established as a Normal College for the training of teachers in 1902. It was granted its current name and status in 1930 and currently operates on six campuses. Music forms one area of the School of the Arts alongside visual arts, drama, museum studies, tangible heritage conservation studies, digital visual culture studies and arts therapies. There are four practice organs on campus and the university owns two large concert/church organs. Languages of instruction are English and Afrikaans. Music education programs are offered through the Department of Humanities Education at the Groenkloof campus where there is a large collection of Orff and percussion instruments.
An informative article by Doug Rodger covering the range of music education systems at various levels may be found at www.musicinafrica.net/music-education-south-africa. MUSIC FOR THE VERY YOUNG. Education in music in South Africa occurs both formally and informally. The words of the late Professor Sgatya from the University of the Transkei pinpoint the results of informal training: 'By the time the black child reaches the age of five he or she is a capable musician. For the majority of children music making is a process of socialisation; thus dancing and making music are part of life from the time the child is conceived in the womb. During that time the mother dances and sings. After birth the child still experiences the mother’s movements and songs when tied to the mother’s back. When the child stands, he or she begins to imitate dancers, movements to songs and players of instruments'. MUSIC FOR SCHOOL-AGE CHILDREN. Until 1994 the formal music training of children was different for children of African, Indian and Caucasian background. Then there was virtually no formal training in public schools for African children. Indian children received some. Caucasian children generally all received training. From 1994 onwards public primary schools have children from all sectors of the population, and an integrated arts syllabus (drama, art, music and dance) is part of the curriculum. Work is proceeding on the development of ideas which include musics of the world and music making as the primary process. Junior secondary schools use a creative arts curriculum combining various art forms. At senior secondary level music is an option leading to matriculation level, with studies including Western and traditional performance, composition and music history and literature. MUSIC IN THE COMMUNITY. The non-profit pan-South African Mmbana Cultural Centre provides classes in drama, sports, dance, arts and crafts, sewing, quilting and music, with centres situated in various parts of the country. The music program has established a balanced multicultural program covering most aspects of music, giving wide choice (Western classical, jazz and traditional music) and all-round training to young children and interested adults at minimum cost. Performance tuition includes piano, guitar, bass guitar, recorder, voice, orchestral instruments, traditional African instruments. PROFESSIONAL MUSIC TRAINING. Entry to tertiary level professional music training courses is normally following completion of secondary schooling. Such training is available in university music departments, education faculties and some technikons. A major restructuring of tertiary education in South Africa has resulted in a number of former teachers’ colleges being absorbed into universities, forming part of their Faculty of Education. Some mergers between universities themselves have meant that course programs have undergone extensive revision which is still continuing at the present time. Furthermore, entrance requirements for tertiary music training are in the process of being altered as the educational system has undergone its changes. Currently the highest requirement expected of students for entry is Grade 5 theoretical level and Grade 7 practical level of such examining bodies as the University of South Africa’s public music examination system, the Associated Board of the Royal Schools of Music (England) or Trinity/Guildhall (London). Master’s degrees and doctoral programs may be taken at universities primarily by completing a major thesis, but course-work master’s programs are beginning to emerge.