Blended Teaching and Learning of Music: Exploring the Challenges and Opportunities in South African Higher Education: Blended Learning as a Blueprint for Higher Education Transformation

Sakhiseni Joseph Yende

doi:10.25159/2663-5895/15726

Authors

Sakhiseni Joseph Yende Independent Consultant https://orcid.org/0000-0002-7649-2799

DOI:

https://doi.org/10.25159/2663-5895/15726

Keywords:

South African higher education, inclusivity, cultural diversity, blended learning, music education

Abstract

South Africa boasts a history of a rich and diverse musical heritage, which is a reflection of its multicultural society. Efforts to promote and develop music education in the country have evolved over the years. Following the advent of democracy in 1994, the South African government recognised the significance of arts and culture, including music, in the education system. Various initiatives were introduced to support and enhance music education in schools and communities, which mark a pivotal moment in the acknowledgment of the cultural importance of music. In the post-1994 era, the democratic government’s commitment to fostering a vibrant cultural landscape extended to music education, aiming to provide accessible opportunities for learners. This recognition of the value of arts and culture contributed to the cultivation of a diverse and inclusive musical environment. Despite these positive developments, challenges and opportunities emerge in the realm of higher education, particularly with the integration of blended teaching and learning of music. This study, using a qualitative methodology under the descriptive phenomenology design, explores these dynamics. Six participants engage in the study. Colaizzi’s phenomenological data analysis, employing the seven-step method, is used to extract meaningful insights. The findings of the study showcase progress in the representation of diverse musical genres and cultural traditions in the curriculum. However, the study also reveals areas for improvement, especially regarding fully integrating the music of marginalised communities and ensuring a more comprehensive and inclusive approach. In conclusion, this comprehensive exploration illuminates the intricate dynamics in the realm of music education in South African higher education.

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