https://ir.unisa.ac.za/handle/10500/30880 2026-06-19T14:32:40Z https://ir.unisa.ac.za/handle/10500/32009 How to structure an essay Diko, Andisiwe The Open Educational Resource (OER) was created to support undergraduate students in Art History who struggle with academic writing. It is designed to teach them the basics of academic writing and what is expected when writing an essay. Students who register for Art History modules at UNISA come from various disciplines, such as Education, Communication Science, and Language Studies. The objective of the OER is to teach students writing principles that they can apply in Art History and other disciplines that use essay assessments. The OER focuses on how essays are structured, explaining what an introduction, body, and conclusion is with provided examples. This simplifies the process for students from different academic backgrounds. 2024-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/31674 Music Pedagogy: Discussion forum questions Behr, Annemie This OER is based on a workshop designed for educators teaching music as part of the CAPS Life Skills/Creative Arts syllabus. The questions can be used as a guide for open class discussions or as prompts for online discussion forum activities. The theoretical foundation behind these questions is that success in any classroom is informed by two loves: love for the subject and love for the learners. These questions aim to guide music educators-in-training in reflecting on their own pedagogical attitudes in their music classrooms. They first focus on their personal relationship with music (the phenomenon, not just the subject) and then transfer these attitudes to the music classroom. When reflecting on personal beliefs around teaching music, the goal is to help educators discover their “WHY”: Why do they teach music? In the context for which these questions were designed, many educators did not volunteer to teach music; they were assigned to do so. Therefore, I encourage them to be honest in their reflections, avoiding answers they believe are proper or acceptable. By being truthful about their attitudes without judgment, they stand a better chance of managing those attitudes and minimizing any negative impact on their learners. Ideally, they may even use their unmediated relationship with music as a phenomenon to positively adjust their view of music as a subject. By understanding their relationship with music-as-phenomenon first, and music-as-subject second, the questions then explore educators' perceptions of their learners' attitudes toward music. 2024-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/30935 Western Art Music in History and Society Behr, Annemie This presentation introduces a series of modules on Western Art Music in History and Society offered at the University of South Africa (UNISA). Aimed at Bachelor of Music and Bachelor of Arts students, the modules provide a chronological survey of Western Art Music from ancient times to the present. Beyond the curriculum, the presentation delves into the critical importance of understanding the history of Western Art Music in the context of colonization, power dynamics, and oppression. It explores the relevance of classical music in a diverse musical landscape and raises questions about who tells the historical narrative and whose stories are included. Furthermore, the presentation addresses the need for decolonization in the study of Western Art Music, referencing the #Rhodesmustfall movement and advocating for a shift in perspectives. It encourages students to approach the course with awareness, questioning traditional narratives and promoting inclusivity. Concluding with a call to actively participate in the decolonization project, the presentation envisions a journey where students listen and respond to history, Western Art Music, themselves, and each other. 2023-01-01T00:00:00Z