Service learning as part of tertiary music programmes in South Africa: a framework for implementation

Abstract

As of 2009 service learning has been integrated into the music programme at the Odeion School of Music, University of the Free State (South Africa), as a compulsory module for final-year students. In order to uphold academic and institutional standards, it was stipulated that the said module had to include mechanisms that would promote quality interaction and engagement activities within a framework that would ensure the implementation and coordination of meaningful, sustainable service and learning.The need for the development of such a module formed the rationale for this study, which draws on relevant pedagogical theories and perspectives on the relation between service learning and the social and educational realms of music in order to formulate a framework for the implementation of quality service learning. It is believed that the framework presented in this article may offer a generic basis for the implementation of service learning at higher education institutions, specifically in music departments.

The Violet experience: Social interaction through eclectic music learning practices

“…Additionally, Violet travels to various countries, as is the case with South Africa. Violet's relationship with their South African sister orchestra, the Mangaung String Programme (Brenner, 2011; Cloete, 2006; Cloete & Erasmus, 2012), has facilitated several face-to-face interactions, enabling a sharing of authentic folk music between the two countries.…”

“…Violet Service: Service dictates a big part of Violet's operations. Soon after the group's inception, Violet established ties with a South African string project, known as the Manguang String Program, which teaches music to historically disadvantaged South African youth (Cloete, 2006; Cloete & Erasmus, 2012). The project has since become Violet's sister orchestra.…”

Becoming productive 21stcentury citizens: A systematic review uncovering design principles for integrating community service learning into higher education courses

“…As explained above, we assessed the studies using the CASP. Of the original 31 studies, 16 studies met four out of ten quality criteria (Brundiers, Wiek, and Redman 2010;Cloete and Erasmus 2012;Ebacher 2013;Hondagneu-Sotelo and Raskoff 1994;Hydorn 2007;Kincade and Gibson 2012;Ma and Chan 2013;Mumford and Kane 2006;Musa et al 2017;Sánchez-López 2013;Shannon, Kim, and Robinson 2012;Stoecker et al 2010; Trudeau and Kruse 2014; Volkema 2010;Werner et al 2002;Zollinger et al 2009); seven studies met five quality criteria (Campbell 2012;Karasik, Maddox, and Wallingford 2004;Klink and Athaide 2004;Marx and Miller 2008;Murawski, Murawski, and Wilson 1999;Roman 2015;Whitley and Walsh 2014); and six studies (Allison 2008;Bringle and Hatcher 1995;Bringle 2017;Playford et al 2017;Straus and Eckenrode 2014;Welch 2010) met three criteria. Two studies appeared to have the highest quality, with one study meeting seven quality criteria (Maddrell 2014) and another meeting six (Wei, Siow, and Burley 2007).…”

“…Scaffolding may be achieved within the same course (Cloete and Erasmus 2012) or across multiple courses (Kincade and Gibson 2012). Course objectives are generally related to improving the following student competencies:…”

“…In order to develop the above mentioned students' competencies, students need to be properly prepared, especially since they will deal with real-world problems (Brundiers, Wiek, and Redman 2010;Cloete and Erasmus 2012;Karasik, Maddox, and Wallingford 2004;Kincade and Gibson 2012;Mumford and Kane 2006;Murawski, Murawski, and Wilson 1999;Playford et al 2017;Shannon, Kim, and Robinson 2012;Whitley and Walsh 2014). The preparation may include training in communication skills (Ming 2009;Straus and Eckenrode 2014;Trudeau and Kruse 2014;Wei, Siow, and Burley 2007;Whitley and Walsh 2014); conflict-resolution skills (Mumford and Kane 2006;Musa et al 2017;Shannon, Kim, and Robinson 2012); methodological training, such as in statistical practices (Hydorn 2007;Playford et al 2017); providing contextual information (Trudeau and Kruse 2014) and practical information with regard to developing plans and project management (Mumford and Kane 2006).…”