Luzanne Eigelaar

PhD in Visual and Performing Arts with Music

Teaching and learning in first-year BMus music theory courses: the experiences of lecturers in South Africa

Promoter: Prof Mignon van Vreden
Co-promoter: Dr Catrien Wentink

In her thesis, Luzanne explored lecturers’ experiences of their teaching and learning journeys. Her study focused on bridging formal music theory andragogy with lecturers’ perspectives to inform adaptive and responsive andragogy. Using a qualitative case study, through semi-structured interviews, she explored how lecturers’ professional experiences influenced their teaching and learning methodology and their responsiveness to students. The many aspects of music theory teaching to these lecturers contribute to their unique insights into that theory, insights born of experience and an essential pedagogical philosophy. While their stories differ, the lecturers’ ultimate desire is to grow and pass on the appreciation and understanding of music theory to students, find a rich heritage, and actively shape generations of musicians yet to come. The collective narratives of those experiences drove home one vital theme: that the journey of teaching is at least as important as the destination, and these experiences create good, engaging, responsive music theory andragogy. This study contributes to understanding the journey of music theory lecturers at South African universities and the interrelatedness of music theory education, technology, assessments, student engagement and institutions that contribute to lecturers’ perspectives, application, engagement, challenges, adaptability and growth.

Nadja Geldenhuys

MMus in Musicology, cum laude

The meaning of music in the lives of young adults with ADHD: a narrative inquiry

Supervisor: Prof Mignon van Vreden

Her study explored how young adults with ADHD experience and ascribe meaning to music in their everyday lives. Using narrative inquiry, she collected and analyzed personal stories to identify recurring themes related to emotional regulation, focus, identity, and well-being. The findings suggest that music plays a significant role in helping these individuals manage daily challenges, express themselves, and experience a sense of control and comfort. The research highlights the importance of personalized and creative approaches to music engagement in support of mental health and self-understanding.

Annabel Marais

PhD in Visual and Performing Arts with Music

The stories musicians tell about their music-making experiences in chamber ensembles

Promoter: Prof Mignon van Vreden

In her thesis, Annabel used a qualitative approach to conduct a narrative inquiry. Thirteen participants, part of four ensemble groups, formed part of this research study. Annabel generated a life-cycle model of music making in a chamber ensemble from the five themes from the cross-case analysis. This model illustrates the trajectory of a musician who wants to join an ensemble, the formation of the ensemble, and the relationships that develop during regular rehearsals. The stories in this research inspire beginner musicians and help them understand the inner workings of the ensemble. It also emphasises the sense of belonging, learning and growth that occur by being part of a chamber ensemble.

Alex Mwesa

MMus in Musicology

A study of the performance practice of the Lozi and Nkoya silimba traditions of Western Zambia

Supervisor: Dr Cara Stacey

The thesis investigated the cultural, musical, and pedagogical significance of the silimba, a traditional xylophone used by the Lozi and Nkoya peoples of Western Zambia. Drawing on ethnographic fieldwork, interviews with master musicians, and performance analysis, the study explores the silimba’s construction, tuning systems, repertoire, performance contexts, and intergenerational transmission. The research situates the silimba within the broader context of Zambian and African xylophone traditions, highlighting its role in ceremonies, social functions, and identity formation. Furthermore, it examines how modernization, education policies, and cultural shifts are affecting the survival and adaptation of silimba practices. Findings revealed that despite threats from cultural erosion, the silimba remains a resilient symbol of cultural heritage and offers valuable insights for the integration of indigenous music into formal music education in Zambia. The thesis concluded by proposing a framework for culturally responsive music pedagogy that honors and revitalizes local musical knowledge.

Selmari Quinn

PhD in Visual and Performing Arts with Music

The role of the teacher in relationship-driven teaching and learning in Grade 1 Reggio-inspired music classes

Promoter: Prof Liesl van der Merwe
Co-promoter: Prof Mignon van Vreden

In her thesis, Selmari conducted a self-study to explore the multifaceted role of the music teacher. Acting as both researcher and subject, she identified five key roles: to facilitate musicking, foster a compassionate and inclusive environment, teach life skills through music and reflection, create intentional connections to support a learner-centred classroom, and prioritize communication to strengthen relationships and learning. Selmari’s research highlights that when these roles are embraced, the classroom becomes a space where both teacher and learners can flourish. The study positions the teacher as central to creating a nurturing, responsive environment that values connection, reflection, and holistic development through music.