Browsing by Author "Oehrle, Elizabeth Dittmar."

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A case for creativity in elementary music education.
(1983) Oehrle, Elizabeth Dittmar.
No abstract available.
A comparative analysis of the violin teaching methods of Shinichi Suzuki and Paul Rolland with reference to the theories of Jerome Bruner.
(1987) Croft, Margaret Louise.; Oehrle, Elizabeth Dittmar.; Jackson, Melveen Beth.
No abstract available.
Intercultural music education in South Africa : introducing gumboot dance to the classroom.
(1996) Prior, Briony Ruth.; Oehrle, Elizabeth Dittmar.
No abstract available.
Music teacher education in postindependence Zimbabwe.
(1995) De Lowerntal, Elizabeth.; Oehrle, Elizabeth Dittmar.; Sitas, Aristides.
No abstract available.
Namibian music and dance as ngoma in arts education.
(1997) Mans, Minette Elaine.; Impey, Angela.; Muller, Carol.; Oehrle, Elizabeth Dittmar.
The aim of this thesis is to explore Namibian music and dance, to gain understanding of the character of different practices and through this, to provide teachers and learners in schools with materials suitable for use in the new arts curriculum in Namibia. In order to motivate the need for indigenous cultural materials, a brief historical background to Namibian arts education is sketched, highlighting the effects of colonialism on cultural identity and the separation of music from dance in education. In gathering examples of indigenous music and dance it became clear that for these practices to retain a measure of integrity in schools, new ways of thinking about performance in schools would be required. This leads to a discussion of an approach summarised within the term ngoma, which refers to holism, communality and orality among other things. It is suggested that music/dance as ngoma has a positive contribution to make to Namibian arts education. To support this suggestion in a practical way, I explore the indigenous traditions used to educate and socialise young people. Argumentation follows regarding possibilities of preparing teaching-learning materials in a manner appropriate to Namibian circumstances. A breakdown of diverse characteristics of indigenous music and dance is done in order to help the teacher identify and comprehend the individual characters of Namibian performances. In this way teachers should be better prepared to utilise the examples of music/dance events that follow. Various events are contextualised, described, transcribed and analysed with suggestions for use in the classroom. Finally the ngoma approach, the principles of Basic Education in Namibia, and the new arts syllabi are brought together by investigating some of the possibilities of music and dance as ngoma in schools.
The principles of voice production in choral singing : a guide to conductors.
(1988) Laidlaw, Petronella.; Oehrle, Elizabeth Dittmar.
No abstract available.
A survey of school music in South Africa.
(1987) Ramsay, Mary Robinson.; Oehrle, Elizabeth Dittmar.
Music in the curricula, music in the schools, supportive materials, and facilities were examined in six out of seven South African educational jurisdictions during the late 1970's. Official views were compared with what actually occurred. A profile of the teachers involved included their training, responsibilities, and status within the educational system. The detailed information was compared with trends appearing in the 1980's.
The teaching of western music to Indian primary school children in Natal.
(1976) Lutge, Marie Elizabeth.; Oehrle, Elizabeth Dittmar.
No abstract available.
Towards a jazz education programme for the senior secondary schools in South Africa.
(1997) Ramnunan, Karendra Devroop.; Cox, Dusty.; Oehrle, Elizabeth Dittmar.
Abstract available in PDF.