| Summary: | The primary intention of this study is to develop a profile of the kind of educator that is
needed for effective music education in the Intermediate Phase. Obviously, the primary
framework necessary for such a study is the national curriculum with its Outcomes Based
Education (OBE) underpinnings. From these outcomes, the principal criteria for
determining the necessary qualities ofsuch a teacher may be derived. While the logic of
this is straightforward, the process of translating outcomes into specific competencies is
not Each outcome, be it one of the overarching and highly general Critical Outcomes or
one ofthe more specific outcomes for the learning area, has to be 'unpacked' so that what
it demands ofthe teacher may be comprehensively revealed and articulated.
An attempt to profile a music educator in this context logically begins with these general
competencies. They provide the basic template for developing profiles of educators in
any and allleaming areas and sub-fields. Inferring specific teaching qualities and
competencies in a specific learning area involves being informed by a broad and critical
knowledge of pedagogical developments in the specific learning area that are consistent
with OBE precepts. OBE, in various ways and to varying degrees, informs recent
curricular developments in many countries and account must be taken of the more salient
of these, in developing a profile for an Intermediate Phase music educator in South
Africa. Thus, a crucial and important task for this study is to synthesize from current
readings and dialogues, criteria according to which the intended profile can be credibly
developed. === Thesis (M.Mus.)-University of KwaZulu-Natal, Durban, 2004.
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