2006 Edition 2 (Issue 144) - Sasmt-savmo.org.za

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t h e s o u t h a f r i c a n m u s i c t e a c h e r ~ d i e s u i d - a f r i k a a n s e m u s i e k o n d e r w y s e r editor ~ redakteur Hannes Taljaard business manager ~ bestuurder Annette Massyn copy editor ~ kopie-redakteur Jaco Kruger directory editor ~ ledelysredakteur Hubert van der Spuy advertising manager ~ advertensies Annette Massyn editorial assistants ~ redaksionele assistente Danell Herbst Elize Verwey design & layout ~ ontwerp & uitleg Polar Design Solutions (082 770 5734) info@polard.com reproduction & printing d.comm. (018) 290 5554 distribution ~ verspreiding Prestige Bulk Mailers (011) 708-2324 postal address ~ posadres SA Music Teacher PO Box 20573, Noordbrug 2522 South Africa Tel. +27 (0)18 299 1702 musdjt@nwu.ac.za http://www.samusicteacher.org.za/magazine physical address ~ fisiese adres Conservatory ~ Konservatorium Van Der Hoff Road, Potchefstroom 2531 South Africa directory lists ~ ledelyste Directory Editor ~ Ledelysredakteur PO Box 36242, Menlo Park 0102 Fax. (012) 429-3644 vdspuhh@unisa.ac.za The South African Music Teacher is the official organ of the South African Society of Music Teachers (SASMT). It is published and distributed biannually in the interest of music and Southern African musicians. The SASMT is an association not for gain incorporated in terms of Section 21 of the 1974 Companies Act, and all following amendments to the same, and applies its income to the promotion of its goals. Reg. no. 1932/004247/08 ISSN:0038-2493 Copyright © 2006, South African Music Teacher All rights reserved No article, picture or portions thereof in this magazine may be reproduced, copied or transferred in any form whatsoever without the express written consent of the writer(s) and the editor. Contributors keep the intellectual property rights to their work. Opinions expressed in this magazine are not necessarily those of the editor, publisher, the SASMT, sponsors or advertisers. The South African Music Teacher is indexed in the Music Index and the International Index to Music Periodicals. p r e a m b l e There are x-chromosomes which we all have (some twice as many as others); x-rays which are useful, but also harmful if we are exposed to them without proper care; and The X-Files of which each episode is supposed to baffle us until the end when we sometimes feel a huge sense of relief. Many of us have xses (and many have too many) whom most of us would prefer not to experience again. Then there are x-zams. Many musicians have (had) them (some many more than others) — they are useful, but can be harmful; they certainly baffle most of us, and only when they are over do we sometimes feel a great sense of relief. Many of us would prefer not to experience them again. Thirty years ago evolutionary biologist Richard Dawkins made himself a couple of friends and more than a few enemies when he published his book The Selfish Gene, in which he argued that the reason for our existence — and those of all living creatures — is simply to serve as survival machines that ensure the preservation of replicators, those egotistic molecules known as genes. Dawkins’s idea of the selfish gene found its way into the minds of many thinkers and so did another, even more controversial idea: the selfish meme. Memes would be the cultural equivalent of genes and our minds — simply meme machines. I toyed with these ideas when trying to understand this perplexing phenomenon of music exams. I must confess to having strong and contradicting feelings about music exams, and to being unable to make up my mind. Sometimes we seem to be taking exams, and often we seem to be taken hostage by them. So I have been asking myself: might those music exams be pernicious examples — indeed proof — of the theory of the selfish meme? Or are they responsible ways to aid the progress of our learners? The editor would like to include many voices in The South African Music Teacher. If you are interested in contributing to the magazine, please contact the editor via email for advice and guidelines on the editorial process and the format of articles and reviews. Contributions will most likely be edited to suit the vision, style and format of the magazine. Please send photos and graphics as hard copies and/or electronically as cmyk jpeg with a resolution of at least 300 dpi and a compression ratio not less than 8. Suid-Afrikaanse Musiek Onderwyser |144 | November 2006
4 preamble 8 editorial 9 letters features ~ artikels 12 Michael Whiteman — Reino Ottermann 14 assessing progress in music — Janet Mills 17 dis te ver om te ry... — Marietjie Wessels 20 no more hating theory — Jacomine Pretorius & Hannes Taljaard 24 Waar is die musiek in die musiekteorie? — Bertha Spies 27 the jazz exam dilemma — Mike Rossi 43 the music faculty of the NIHE — Faan Malan news ~ nuus 7&9 SASMT AGM 10 scholarship winners 11 the 2006 Sanlam competition 26 AGM 2006 26 ISME 40 honorary members 52 SAMRO Scholarship winners 53 Oemf design: Heilene Oosthuizen (Polar Design Solutions) South African Music Teacher |144 | November 2006 c o n t e n t s ~ i n h o u d 7, 33, 37, 49, 51, 55 reviews 39, 40, 51 resources 56 subscription form report ~ verslag 36 reader’s survey — Hetta Potgieter reviews ~ resensies 29 W. Meuris et al. Speel Viool! — Estelle Stuaffer 29 P. Murray. Essential Bass Technique — Marc Duby 30 M. Dartsch. Der Geigenkasten — Estelle Stauffer 31 P. Inglis. Guitar Playing and How it Works — Jenny Bonsignore 32 S. Bernstein. With Your Own Two Hands — Waldo Weyer 46 Starting and Running a music studio — Hannes Taljaard columns ~ rubrieke 41 in diaspora — Mariné Rooi 50 PG: an emphasis on performance — Janet Mills opinion ~ opinie 34 in pursuit of excellence — Jaco Kruger competitions ~ kompetisies 26 Music Giveaway #143: winners 26 Reader’s Survey: winners 47 Music Giveaway #144
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Page 9 and 10: Universal Edition produced Soundsne
Page 11 and 12: Thank you for my copy of issue 143
Page 13 and 14: From 18 to 22 September this year t
Page 15 and 16: College in Rondebosch. In 1939 he j
Page 17 and 18: different assessors than students w
Page 19 and 20: D i s t e v e r o m t e r y . . . I
Page 21 and 22: In the meantime I had received the
Page 23 and 24: e-evaluate almost all our current a
Page 25 and 26: oral assessments Music theory teach
Page 27 and 28: Dit is juis hier waar die probleem
Page 29 and 30: R e f l e c t i o n o n t h e a s s
Page 31 and 32: This is a beginners’ tutor, and I
Page 33 and 34: contains along with comments intend
Page 35 and 36: With all the aspects regarding prep
Page 37 and 38: This does not mean that these cultu
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Page 41 and 42: e s o u r c e s ~ b r o n n e Fifty
Page 43 and 44: in ‘ n S u i d - A f r i k a n e
Page 45 and 46: In his 1996 presidential address Pr
Page 47 and 48: Where there any constraints that ev
Page 49 and 50: valuable guidelines on examination
Page 51 and 52: It was a great joy for me to play t
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The six volumes of Jazz Sessions by
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South African Music Teacher |144 |
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2006 Edition 2 (Issue 144) - Sasmt-savmo.org.za

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