SAE3701 EXAMINATION OCT/NOV 2020

SAE3701 EXAMINATION OCT/NOV 2020 Name: Nirvikar Bundhoo Student Number: Module Code: SAE3701 Please note: Each question is on a new page. This study source was downloaded by from CourseH on :38:11 GMT -06:00 2 Question 1 Question Answer 1 3 2 3 3 3 4 2 5 3 6 1 7 3 8 1 9 4 10 2 11 2 12 1 13 1 14 3 15 4 16 1 17 2 18 1 19 1 20 3 This study source was downloaded by from CourseH on :38:11 GMT -06:00 3 Question 2 1. During the pre-colonial period, education within local communities encompassed the oral histories of the group, tales of heroism and treachery, and practice in the skills essential for survival in an altering environment (Leshoai, 1981). The pre-colonial history and education were grounded on oral tradition, oral culture and oral lore. This encompassed the broad messages/testimonies that are conveyed orally from one generation to the next. The testimonies were also transmitted via the form of ballads, songs or chants. Oral history had a main focus, according to Leshoai (1981: 242), to teach children, men and women about morality, religion, philosophy, wisdom, geography, history, politics and the entire spectrum of human existence in the various communities. 2. Music and dance played, and still continues to play, a special part in South African society and throughout the world. Joy and sadness was expressed via people singing and dancing in order to reinforce cultural beliefs and values. Song and dance were often regarded as ‘living records of past and present events and traditions’ (Kgobe, 1999). Formal lyrics and musical notes, however, were not taught. Indigenous music equipped young generations with knowledge about past and present events and traditions. Music and dance allowed for social norms, traditions and beliefs of a community to be demonstrated. Music and dance also played a role in marriages, funerals, initiation ceremonies, religious practices and rituals. All indigenous music has a common feature- that is rhythm. It has the ability to engage all members of a group to respond to the beat in a social way. The combination of different and simultaneous rhythms created a strong sense of community and a highly interactive mode of learning. Oehrle (1991) refers to indigenous music as “something profoundly pluralistic to which one responds in a social fashion.” Indigenous music has depended entirely on an oral tradition of transmittance. Musical knowledge is learned through highly interactive social events and rituals where music is the predominant means of communication (Westerlund, 1999: 99). 3. The word ‘informal’ refers to the way children (and adults) learnt in precolonial society. During this period, there were no formal schools with classrooms and timetables. In addition, people learnt work skills and life skills from experience. This differed from formal schooling which has an emphasis on literacy and abstract textbook learning. Skills were transmitted by older members of the community, from the family. Hence, there were not ‘trained’ teachers as we know them today. People learnt through oral testimony (by word of mouth). Oral histories were an important means of transmitting social skills and morality. Oral histories were transmitted from one generation to the next through the medium of histories, stories, and songs. 4. • Post-standard-six boys were trained in carpentry and girls in housecraft and needlework as early as 1912 at St Paul’s Mission School in Taung. The St Theresa Holy Cross Mission School which was founded at Bantule Township, Pretoria, was established to train coloured and native children in industrial and domestic work (Lebeloane, 2006). • The Holy Cross Sisters started an outreach program at the St Theresa Holy Cross Mission School. It comprised the opening of a dispensary, home visits for the sick, ill and depressed (Lebeloane, 2006). • The Holy Cross Sisters established Little Flower mission school at Lady Selbourne, Pretoria in 1927. The secondary section of that school provided domestic science, home nursing, child care as well as general education for the female learners (Lebeloane, 2006).