The 'Mandala' philosophy of music for South African schools
| dc.contributor.advisor | van Tonder, James | |
| dc.contributor.advisor | Smith, Barry | |
| dc.contributor.author | Carolus, Mario Cornelius | |
| dc.date.accessioned | 2023-09-09T14:44:57Z | |
| dc.date.available | 2023-09-09T14:44:57Z | |
| dc.date.issued | 1998 | |
| dc.date.updated | 2023-09-09T14:36:37Z | |
| dc.description.abstract | This thesis critically addresses the aesthetic versus the praxial philosophies of music culminating in the philosophical roots of the 'Mandala' approach to music. The 'Mandala' philosophy of music is based on Carl Jung's psychoanalytic theory as well as David Elliott's 'praxial' philosophy of music. The 'Mandala' philosophy of music rests upon two main tenets namely; that music is to be approached and taught holistically and that the significance and justification of music reside in creative thinking or creativity. A holistic approach to music is a humanistic view of education and which differs from the subject-based approach of the past. The emphasis of this approach is on what music practitioners can do i.e. their musical products, in the context of particular musical practices. Music is not esoteric aesthetic emotion producing qualities, but rather something that musicians practice within particular musical cultures and styles. The 'self as centre of the whole of the person serves as catalyst for creative products, self-growth and enjoyment in music. Creative thinking is, inter alia, tantamount to self-actualization, problem-focused learning, transformation and the higher form of integration through music education. Through descriptive illustrations, analyses, comparisons and syntheses key concepts of this approach are highlighted to support cogent arguments. This approach differs markedly from the present fragmented, one-dimensional music education approach in South African schools and which still lay stress on the sublime idealism of the aesthetic philosophy of music. The 'Mandala' approach substitutes aesthetic idealism with artistic pragmatism in the context of music practices and practitioners. The 'Mandala' approach to music emphasizes creative thinking, i.e. creative-action-learning and critical or reflective thinking, as fundamental to music making, to constitute the M.C.T.-model of music. This approach further juxtaposes creative thinking (creativity) and self-actualization as products or outcomes of both the conscious and unconscious creative thinking of humans. The tripartite interactions between the creative person, process and product, constitute the integrated condition of knowing. Knowing in music differs from knowing about music. In essence the 'Mandala' approach advocates that music, as product of the 'self, be placed at the core of the school curriculum. From this centre, self-knowledge, self-growth and enjoyment should blossom forth. The aim is not to create knowledgable musicians, but rather knowing music practitioners 'in situ', i.e. performers, composers and musician-analysers. Knowing in music focuses on the creative intentions or tangible products, i.e.performing, improvisation/composition and analysis. Creative products in class could be achieved through creative-action-learning in the context of a proposed intercultural South African Music Model and music curriculum in practice. Practical creative-action-learning music lessons are proposed as guidelines for music practitioners and to stimulate further experimentation. In conclusion, this approach to music is compatible with outcomes-based education proposed recently by the National Qualifications Framework. | |
| dc.identifier.apacitation | Carolus, M. C. (1998). <i>ETD: The 'Mandala' philosophy of music for South African schools</i>. (). ,Faculty of Humanities ,College of Music. Retrieved from http://hdl.handle.net/11427/38495 | en_ZA |
| dc.identifier.chicagocitation | Carolus, Mario Cornelius. <i>"ETD: The 'Mandala' philosophy of music for South African schools."</i> ., ,Faculty of Humanities ,College of Music, 1998. http://hdl.handle.net/11427/38495 | en_ZA |
| dc.identifier.citation | Carolus, M.C. 1998. ETD: The 'Mandala' philosophy of music for South African schools. . ,Faculty of Humanities ,College of Music. http://hdl.handle.net/11427/38495 | en_ZA |
| dc.identifier.ris | TY - Doctoral Thesis AU - Carolus, Mario Cornelius AB - This thesis critically addresses the aesthetic versus the praxial philosophies of music culminating in the philosophical roots of the 'Mandala' approach to music. The 'Mandala' philosophy of music is based on Carl Jung's psychoanalytic theory as well as David Elliott's 'praxial' philosophy of music. The 'Mandala' philosophy of music rests upon two main tenets namely; that music is to be approached and taught holistically and that the significance and justification of music reside in creative thinking or creativity. A holistic approach to music is a humanistic view of education and which differs from the subject-based approach of the past. The emphasis of this approach is on what music practitioners can do i.e. their musical products, in the context of particular musical practices. Music is not esoteric aesthetic emotion producing qualities, but rather something that musicians practice within particular musical cultures and styles. The 'self as centre of the whole of the person serves as catalyst for creative products, self-growth and enjoyment in music. Creative thinking is, inter alia, tantamount to self-actualization, problem-focused learning, transformation and the higher form of integration through music education. Through descriptive illustrations, analyses, comparisons and syntheses key concepts of this approach are highlighted to support cogent arguments. This approach differs markedly from the present fragmented, one-dimensional music education approach in South African schools and which still lay stress on the sublime idealism of the aesthetic philosophy of music. The 'Mandala' approach substitutes aesthetic idealism with artistic pragmatism in the context of music practices and practitioners. The 'Mandala' approach to music emphasizes creative thinking, i.e. creative-action-learning and critical or reflective thinking, as fundamental to music making, to constitute the M.C.T.-model of music. This approach further juxtaposes creative thinking (creativity) and self-actualization as products or outcomes of both the conscious and unconscious creative thinking of humans. The tripartite interactions between the creative person, process and product, constitute the integrated condition of knowing. Knowing in music differs from knowing about music. In essence the 'Mandala' approach advocates that music, as product of the 'self, be placed at the core of the school curriculum. From this centre, self-knowledge, self-growth and enjoyment should blossom forth. The aim is not to create knowledgable musicians, but rather knowing music practitioners 'in situ', i.e. performers, composers and musician-analysers. Knowing in music focuses on the creative intentions or tangible products, i.e.performing, improvisation/composition and analysis. Creative products in class could be achieved through creative-action-learning in the context of a proposed intercultural South African Music Model and music curriculum in practice. Practical creative-action-learning music lessons are proposed as guidelines for music practitioners and to stimulate further experimentation. In conclusion, this approach to music is compatible with outcomes-based education proposed recently by the National Qualifications Framework. DA - 1998_ DB - OpenUCT DP - University of Cape Town KW - music LK - https://open.uct.ac.za PY - 1998 T1 - ETD: The 'Mandala' philosophy of music for South African schools TI - ETD: The 'Mandala' philosophy of music for South African schools UR - http://hdl.handle.net/11427/38495 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/38495 | |
| dc.identifier.vancouvercitation | Carolus MC. ETD: The 'Mandala' philosophy of music for South African schools. []. ,Faculty of Humanities ,College of Music, 1998 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/38495 | en_ZA |
| dc.language.rfc3066 | eng | |
| dc.publisher.department | College of Music | |
| dc.publisher.faculty | Faculty of Humanities | |
| dc.subject | music | |
| dc.title | The 'Mandala' philosophy of music for South African schools | |
| dc.type | Doctoral Thesis | |
| dc.type.qualificationlevel | Doctoral | |
| dc.type.qualificationlevel | PhD |