| Code | Faculty |
|---|---|
| 01130072 | Faculty of Humanities |
| Credits | Duration |
|---|---|
| Duration of study: 3 years | Total credits: 373 |
| Prof AF Johnson [email protected] | +27 (0)124202316 |
The aim of the programme is to make students musically literate and to develop their practical music-making skills. They also learn to understand and appreciate many facets of the theory and history of music and are trained as capable classroom teachers. Apart from the music aspects of this programme, students register for other BA modules in which they acquire the requisite knowledge, skills and views of those disciplines.
Closing date for applications: 30 June annually (late applicaitons on request).
| Minimum requirements for 2016 | ||||
| Achievement Level | APS | |||
| Afrikaans or English | ||||
| NSC/IEB | HIGCSE | AS-Level | A-Level | |
| 5 | 3 | C | C | 26 |
Departmental selection is required for this programme.
Admission is subject to an interview and to a test in the student's instrument and if deemed necessary by the head of the department, in writing skills. Expected standard: Grade V Practical (Unisa/Royal Schools/Trinity).
LANGUAGE GROUPS FOR SELECTION IN PROGRAMMES
Note: You should consult the alphabetical list of modules for full information on all the language modules listed below, as some of these modules have specific requirements/prerequisites.
Module group 1 – Afrikaans
Year level 1
• As a first language: AFR 110,120
• For speakers of other languages (also for speakers of other languages who are registered for qualifications in education and law) AFR 114
• For law students (first language): AFR 110 Note: AFR 120 may be taken additionally.
• For students following a programme in education: AFR 110,120; (first language); AFR 114 (speakers of other languages)
Year level 2
• As a first language: AFR 214, AFR 210,220
• For students following a programme in education: AFR 214, AFR 220
• Language, culture, communication and media: LCC 210,220
Year level 3
• As a first language: AFR 311,321
• For students following a programme in education: Any modules with alpha codes AFR and LCC offered at year level 3.
• Language, culture, communication and media: LCC 312,320,322
Module group 2 – English
Year level 1
• For special purposes: ENG 118
• For academic purposes: ENG 110,120
Year level 2
ENG 210,220
Year level 3
• ENG 310,320
• ENG 311,322
Module group 3 – French
Year level 1
• For beginners: FRN 104,181 (LLM students)
• Cultural-professional (for students who have passed French in Grade 12): FRN 113,123
Year level 2
FRN 211,221
Year level 3
Cultural-professional: FRN 361,362,363,364
Module group 4 – German
Year level 1
• For beginners: DTS 104
• Cultural-professional (for students who have passed German in Grade 12): DTS 113,123
Year level 2
DTS 211,221
Year level 3
Cultural-professional: DTS 361,362,363,364
Module group 5 – Greek
Year level 1
GRK 110,120
Year level 2
GRK 210,220
Module group 6 – Hebrew
Year level 1
HEB 110,120
Year level 2
HEB 210,220
Module group 7 – Latin
Year level 1
LAT 110,120 (students who passed Latin in Grade 12 may start immediately with Latin at year level 2)
Year level 2
LAT 210,220
Year level 3
LAT 310,320
Module group 8 – IsiNdebele
Year level 1
For speakers of isiNdebele as home language or first or second additional language
NDE 110, AFT 121
Year level 2
NDE 210, AFT 220
Year level 3
NDE 310, AFT 320
Module group 9 – IsiZulu
Year level 1
• For beginners: ZUL 110,120
• For speakers of isiZulu as home language or first or second additional language: ZUL 111, AFT 121
Year level 2
• For students who did ZUL 110,120 at year level 1: ZUL 210,220
• For students who did AFT 121: ZUL 111 at year level 1: AFT 220, ZUL 211
Year level 3
ZUL 310, AFT 320
Module group 10 – Sepedi
Year level 1
• For beginners: SEP 110,120
• For speakers of Sepedi as home language or first or second additional language: SEP 111, AFT 121
Year level 2
• For students who did SEP 110,120 at year level 1: SEP 210,220
• For students who did AFT 121, SEP 111 at year level 1: AFT 220, SEP 211
Year level 3
SEP 310, AFT 320
Module group 11 – Spanish
Year level 1
For beginners: SPN 101,102
Year level 2
SPN 211,221
Year level 3
SPN 311,321
Module group 12 – Portuguese
Year level 1
• For beginners: PTG 101
• Portuguese language and culture (for students who have passed Portuguese in Gr 12): PTG 113,123
Year level 2
PTG 211,221
Year level 3
PTG 311,321
In order to be awarded the degree with distinction, a student has to obtain a weighted average of at least 75% for the final-year modules.
Minimum credits: 116
Module content:
Find, evaluate, process, manage and present information resources for academic purposes using appropriate technology. Apply effective search strategies in different technological environments. Demonstrate the ethical and fair use of information resources. Integrate 21st-century communications into the management of academic information.
Module content:
Find, evaluate, process, manage and present information resources for academic purposes using appropriate technology.
Module content:
Apply effective search strategies in different technological environments. Demonstrate the ethical and fair use of information resources. Integrate 21st-century communications into the management of academic information.
Module content:
This module intends to equip students to cope more confidently and competently with the reading and understanding of a variety of texts, to apply these skills in a variety of contexts and to follow the conventions of academic writing.
Module content:
This module equips students to understand and use a range of discipline-specific terminology; apply the strategies of critical and comprehensive reading to their own academic literacy; apply the conventions of academic writing to their own writing, using the process approach, to produce intelligible academic texts and use the correct referencing technique as required by the faculty.
Module content:
*Closed – requires departmental selection
Know and understand the elements of music and apply this to the history of western and African music, both classical and popular.
Module content:
Learning of melodic and harmonic concepts, diatonic triads, cadences, secondary dominants. Development of aural skills.
Module content:
*Closed – requires departmental selection
Know and understand aspects of world music, entrepreneurship and music technology.
Module content:
*Closed – requires departmental selection
*Subject to departmental assessment based on evidence of prior learning or a practical test
Demonstrate developing technical skills and performance abilities independently on an instrument of your choice.
It is an academic requirement either for students whose First Instrument is an orchestral instrument, to play in the UP Symphony Orchestra, and for those who cannot be accommodated in the Orchestra, or who do not audition successfully for inclusion in the Orchestra ,to play in other ensembles as determined by the Music Department. Students will have to play two excerpts (selected by the conductor) during the June and November examination periods as part of their repertoire for the examination, and this will count 10% of the final mark. An 80% attendance of orchestral rehearsals is also expected, and students should be available for the concerts of the Orchestra and ensembles.
Module content:
Taalkundekomponent: Inleiding tot die Afrikaanse taalkunde met klem op lees-en skryfvaardigheid. Letterkundekomponent: Inleiding tot die Afrikaanse en Nederlandse letterkunde aan die hand van kortverhale en gedigte.
Module content:
Taalkundekomponent: Inleiding tot die Afrikaanse sintaksis, fonetiek en taalgeskiedenis. Letterkundekomponent:Inleiding tot die Romankuns Inleiding tot die Drama
Module content:
An introduction to the ancient world I: the ancient Near East
Various facets of the ancient Mesopotamian, Syria-Palestinian and Egyptian cultures are dealt with in broad outline. Examples that are dealt with can include the following, namely geography, worldviews, history, literature, daily life, customs, values, religion and mythology. Examples of ancient cultures whose characteristics can be investigated range from the Sumerians, the Assyrians, the Babylonians, the Persians, the Canaanites, the Israelites and the Egyptians from their origin Before the Common Era to the beginning of the Common Era.
Module content:
An introduction to the ancient world II: the Greek and Roman worlds
Various facets of the ancient Greek and Roman cultures are dealt with in broad outline. Examples that are dealt with can include the following, namely geography, worldview, history, literature, daily life, customs, values, religion and mythology. These classical societies are investigated from their origin Before the Common Era into the Common Era.
Module content:
*No previous knowledge of or experience in German required for admission. Students who passed grade 12 German are not allowed to register for this module
An intensive introductory study of the German language focusing on the acquisition of basic communication skills, namely listening, reading, speaking and writing. It also offers a brief introduction to the culture of German-speaking countries. This module complies with the requirements for level A2 set by the “Common European Framework of Reference for Languages”.
Module content:
Comprehensive review of German grammar; development of reading, writing, speaking and understanding skills; analysis and interpretation of tests.
Module content:
Continuation of comprehensive review of German; further development of reading, writing, speaking and understanding skills; analysis and interpretation of texts.
Module content:
*Alternative evening classes - 2 discussion classes per week Introduction to Literature in English (1) This module introduces the study of literature by examining a number of texts representing different genres (poetry, prose, drama). The texts studied here will be mainly from the pre-twentieth century era and may include texts written in English from both Africa and other parts of the world. The aim of this module is to equip students with the critical and analytical skills required for a perceptive reading of poetry, novels and plays.
Module content:
*Alternative evening classes: 2 discussion classes per week
Introduction to Literature in English (2)
This module introduces the study of post-nineteenth century literature by examining a number of texts representing different genres (poetry, drama, prose). Texts will be from both Africa and other parts of the world. By the end of this module students should have the background and analytical skills to perceptively read modern and contemporary poetry, novels and plays.
Module content:
*No previous knowledge of or experience in French required for admission. Students who passed grade 12 French are not allowed to register for this module.
An intensive introductory study of the French language focusing on the acquisition of basic communication skills, namely listening, reading, speaking and writing. It also offers a brief introduction to the culture of French-speaking countries. This module complies with the requirements for level A2 set by the “Common European Framework of Reference for Languages”.
Module content:
Comprehensive review of French grammar; development of reading, writing, speaking and understanding skills; analysis and interpretation of texts.
Module content:
Comprehensive review of French grammar; further development of reading, writing, speaking and understanding skills; analysis and interpretation of texts.
Module content:
The making of the Modern World: a survey
A selection of themes on Asia, Africa, the Americas and Europe and their contribution to the making of the Modern World.
Module content:
Africa and South Africa: a survey
An overview focusing on the making of African and South African societies from the earliest times to the present with emphasis on the most significant historical forces, factors and events.
Module content:
Greek grammar (1)
The basic characteristics of Hellenistic Greek: the writing system and pronunciation, the Greek verb and noun systems, conjugation and declension, basic syntax and vocabulary. Passages from the Greek New Testament are adapted as exercises in order to facilitate linguistic proficiency. Continuous evaluation includes class tests and homework assignments.
Greek grammar (2)
Further study of the verb and noun systems of Hellenistic Greek, expansion of the basic vocabulary, and analysis of compound sentences. Adapted passages from the New Testament form the core of practical academic literacy exercises.
Module content:
Greek grammar (3)
Further study of the verb and noun systems of Hellenistic Greek: middle and passive forms, the third declension, and analysis of compound sentences. Adapted passages from the New Testament form the core of practical academic literacy exercises.
Greek texts: Read and comprehend
Read selected texts from the NT and/or Apostolic Fathers, with emphasis on word analysis, basic translation, use of basic aids (dictionary, translations). Evaluation includes translation of unseen passages from the corpuses concerned.
Module content:
Hebrew grammar (1)
Basic principles of the grammar of classical Hebrew: signs of writing and pronunciation, Hebrew morphology, the nominal and verbal system, basic syntax and vocabulary. Exercise basic competence by means of the analysis and translation of selected passages from the Hebrew Old Testament.
Hebrew grammar (2)
More advanced principles of the grammar of classical Hebrew: the function of nouns, verbs and particles, the derived formations of the verb. Passages from the Hebrew Old Testament from the basis for exercising academic literacy.
Module content:
Hebrew grammar (3)
Continued study of the Hebrew verbal system: the irregular and weak verbs. Passages from the Hebrew Old Testament from the basis for students’ exercise in academic literacy.
Hebrew texts: Read and comprehend
Read selected texts from the OT, with emphasis on word analysis, basic translation, use of basic aids (dictionary, translations). Evaluation includes translation of unseen passages.
Module content:
This module is an introduction to the study field of information science and its various professions. Key concepts that will be discussed include the following: the human as information processor and user; the life-cycle of information in terms of processes, products and role-players; as well as the communication of information. The social-ethical impact of globalisation is included as a key concern, with reference to Africa.
Module content:
Information and communication technology. This module offers a brief overview of hardware and software, telecommunications technology, LANs, WANs and intranets, the information highway, the internet and the World Wide Web, computer ethics, ICTs, e-commerce, mobile computing technology and the influence that new trends and developments have on the distribution of information.
Module content:
*Not for students who passed Latin in Gr 12
Latin grammar and reading (1) and (2)
Basic characteristics and use of classical Latin: the verb and noun in Latin (conjugation and declension), basic syntax, as well as vocabulary; exercises in grammar and reading; relevant social, political and historical background.
Continued study of accidence and syntax; further basic vocabulary. More adapted Latin passages to facilitate academic literacy.
Module content:
*Not for students who passed Latin in Gr 12
Latin grammar and reading (3) and (4)
Continued study of accidence and syntax: further basic vocabulary. More adapted Latin passages to facilitate academic literacy.
The student’s knowledge and understanding of Latin accidence, syntax and vocabulary is extended further. The emphasis is now more on reading passages and analysing them grammatically and syntactically.
Module content:
For speakers of isiNdebele as home language or first or second additional language.
Aspects of the grammar of isiNdebele such as an introduction to the word categories; an introduction to the structure, meaning and use of the noun, the adjective, the relative, the possessive; the verb; writing and spelling rules; dictionaries and dictionary use; grammatical analysis.
Module content:
*For absolute beginners only.
*Only students from the School of Healthcare Sciences may take this module during semester 2. All other students must take this module during semester 1. Also note that students from the School of Healthcare Sciences, who already possess the language skills taught in this module, may write an exemption examination.
The acquisition of basic Sepedi communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary, within specific social situations.
Module content:
Sepedi - communication and grammar
The acquisition of more advanced communication skills in further social situations. More extensive vocabulary and more advanced language structures are acquired and used. Further awareness of the nature and function of language structures. Writing and spelling rules. Dictionaries and dictionary use. Reading and comprehension of basic texts.
Module content:
This module is a general orientation to Psychology. An introduction is given to various theoretical approaches in Psychology, and the development of Psychology as a science is discussed. Selected themes from everyday life are explored and integrated with psychological principles. This module focuses on major personality theories. An introduction is given to various paradigmatic approaches in Psychology.
Module content:
This module introduces the student to a basic knowledge and understanding of the biological basis of human behaviour. The module addresses the key concepts and terminology related to the biological subsystem, the rules and principles guiding biological psychology, and identification of the interrelatedness of different biological systems and subsystems. In this module various cognitive processes are studied, including perception, memory, thinking, intelligence and creativity. Illustrations are given of various thinking processes, such as problem solving, critical, analytic and integrative thinking.
Module content:
Part 1: The individual and society
An introduction to sociology, the classical sociological paradigm and the principles of sociological research.
Part 2: The making of the South African order
This section explores key factors involved in the making and shaping of the contemporary South African social order and considers the sociological implications thereof. Students will be introduced to the political economy of South Africa, with an emphasis on the nature of South Africa’s industrialisation, the process of proletarianisation and the introduction of the migration labour system. In addition, the racial state, the foundations of its social project, and the spatial form of its 20th century racial modernity will be considered.
Module content:
Part 1: The sociology of institutions
An introduction to the social dynamics of institutions such as the family, the state, the economy, religion, education, and civil society, with specific focus on Southern Africa.
Part 2: Social stratification: Race, class and gender
The nature and dynamics of social stratification and inequality will be explored. Race, gender and class are the foci of the section. The South African reality in this regard is highlighted.
Module content:
*No previous knowledge of Spanish is required. Please note: Students with an advanced knowledge of Spanish (e.g. levels B1, B2 or higher) are not allowed to register for this module.
An introductory study of the Spanish language focusing on the acquisition of basic communication skills, namely listening, reading, speaking and writing. It also offers a brief introduction to the culture of Spanish-speaking countries. This module complies with the requirements for level A set by the “Common European Framework of Reference for Languages”.
Module content:
* For absolute beginners only.
The acquisition of basic Setswana communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary with specific social situations.
Module content:
Setswana – communication and grammar
The acquisition of more advanced communication skills in further social situations. More extensive vocabulary and more advanced language structures are acquired and used. Further awareness of the nature and function of language structures. Writing and spelling rules. Dictionaries and dictionary use. Reading and comprehension of basic texts.
Module content:
*This module serves as preparation for students majoring in Mathematics (including all students who intend to enrol for WTW 218 and WTW 220). Students will not be credited for more than one of the following modules for their degree: WTW 114, WTW 158, WTW 134, WTW 165.
Functions, limits and continuity. Differential calculus of single variable functions, rate of change, graph sketching, applications. The mean value theorem, the rule of L'Hospital. Definite and indefinite integrals, evaluating definite integrals using anti-derivatives, the substitution rule.
Module content:
*This module serves as preparation for students majoring in Mathematics (including all students who intend to enrol for WTW 211).
Vector algebra with applications, matrix algebra, systems of linear equations, the vector space Rn, bases, determinants. Mathematical induction. Complex numbers and factorisation of polynomials.
Module content:
*This module serves as preparation for students majoring in Mathematics (including all students who intend to enrol for WTW 218 and WTW 220).
Applications of integration. The formal definition of a limit. The fundamental theorem of Calculus and applications. Parametric and polar equations. Vector functions of one variable, quadratic curves. Introduction to functions of several variables and partial derivatives.
Module content:
*For absolute beginners only
*Only students from the School of Healthcare Sciences may take this module during semester 2. All other students must take this module during semester 1. Students from the School of Healthcare Sciences, who already possess the language skills taught in this module, may write an exemption examination.
The acquisition of basic isiZulu communicative skills with emphasis on everyday expressions and suitable high frequency vocabulary, within specific situations.
Module content:
isiZulu - communication and grammar
The acquisition of more advanced communication skills in further social situations. More extensive vocabulary and more advanced language structures are acquired and used. Further awareness of the nature and function of language structures. Writing and spelling rules. Dictionaries and dictionary use. Reading and comprehension of basic texts
Module content:
Aspects of the literature of isiNdebele/isiZulu/Sepedi such as an introduction to literary concepts such as literary text(s), topic, characters, events, time and place; the analysis of selected short stories.
Module content:
*For speakers of Sepedi as home language or first or second additional language.
Aspects of the grammar of Sepedi such as an introduction to the word categories; an introduction to the structure, meaning and use of the noun, the adjective, the relative, the possessive; the verb; writing and spelling rules; dictionaries and dictionary use; grammatical analysis.
Module content:
*For speakers of isiZulu as home language or first or second additional language.
Aspects of the grammar of isiZulu such as an introduction to the word categories; an introduction to the structure, meaning and use of the noun, the adjective, the relative, the possessive; the verb; writing and spelling rules; dictionaries and dictionary use; grammatical analysis.
Module content:
The world of religion
What is religion? The functions of religion. Studying religion. Perspectives on religion. Common concepts and key terms in various religions will be dealt with - also generic dimensions and aspects. The interdependence of religion, culture and society.
Module content:
Kaleidoscope of religions
The occurrence of religion in societies. Types of religion. Primal religions. Christianity, Judaism, Islam. A variety of religions will be addressed: capita selecta will be made from Christianity; Hinduism; Buddhism; New Religions; New Age; main developments in the world and South Africa.
Module content:
Please note: Students with an advanced knowledge of Spanish (e.g. levels B1, B2 or higher) are not allowed to register for this module.
An intensive introductory study of the Spanish language focusing on the acquisition of basic communication skills, namely listening, reading, speaking and writing. It also offers a brief introduction to the culture of Spanish-speaking countries. This module complies with the requirements for level A2 set by the "Common European Framework for Reference for Languages."
Module content:
*For speakers of Setswana as home language or first or second additional language. Aspects of the grammar of Setswana such as an introduction to the word categories; an introduction to the structure, meaning and use of the noun, the adjective, the relative, the possessive; the verb; writing and spelling rules; dictionaries and dictionary use; grammatical analysis.
Minimum credits: 124
Module content:
*Closed – requires departmental selection
Know and understand the characteristics of music with special reference to 20th century genres, western and African, classical and popular.
Module content:
*Closed – requires departmental selection
*RPL assessment will be done and credits and exemption given if learner can prove appropriate prior learning
Practically apply developing skills in music reading, writing and analyses skills using constituent musical materials according to widely accepted theory rules in preparation for four-part harmony.
Module content:
*Closed – requires departmental selection
Know and understand authoritative theories in music education and practically apply them to the facilitation of structured and planned music learning sequences. The learner will display skills for the facilitation of music learning in a variety of teaching milieus, communities and contexts.
Module content:
*Requires departmental selection
*Subject to departmental assessment based on evidence of prior learning or a practical test
Display well-developed and established technical skills and performance abilities independently on an instrument of your choice, as well as with others in basic accompaniment.
It is an academic requirement either for students whose First Instrument is an orchestral instrument, to play in the UP Symphony Orchestra, and for those who cannot be accommodated in the Orchestra, or who do not audition successfully for inclusion in the Orchestra ,to play in other ensembles as determined by the Music Department. Students will have to play two excerpts (selected by the conductor) during the June and November examination periods as part of their repertoire for the examination, and this will count 10% of the final mark. An 80% attendance of orchestral rehearsals is also expected, and students should be available for the concerts of the Orchestra and ensembles.
Module content:
*Closed – requires departmental selection
Apply knowledge about World music studies as discipline through the study of the music traditions of non-Western European cultures.
Module content:
Leer Nederlands
Die module het as uitkoms die verwerwing van lees-, praat-, skryf- en luistervaardighede in Nederlands. 'n Goeie kennis van Afrikaans is 'n voorvereiste. Die module is kontrastief. Klem word gelê op die verskille tussen die Afrikaanse en Nederlandse grammatika, woordeskat en kultuur.
Module content:
Taalkundekomponent:
Morfologie, sintaksis, leksikologie en semantiek
Letterkundekomponent:
Afrikaanse poësie
Module content:
Interpretation of written remains
A selection of ancient Near Eastern (namely Mesopotamian, Syria-Palestinian and Egyptian) and ancient Greek and Roman myths and typical mythological themes are studied against their proper cultural and historical background. Some of the different methods of interpretation for myths that will be dealt with include ancient and current approaches. This is done in order to indicate ancient myths’ influence on contemporary society.
Module content:
Interpretation of material remains
The physical remains of the ancient Near East (namely Mesopotamia, Syria-Palestine and Egypt) and the ancient Greek and Roman worlds, namely artefacts and architecture, are examined within their socio-historical context to interpret the physical representations of their worldviews. Contemporary society’s interaction with material remains of the ancient world will also be examined.
Module content:
*Alternative evening classes - 3 discussion classes per week
Modern English literature and English language studies
This module focuses on post-nineteenth century literature in English as well as on historical and theoretical aspects of the English language.
Module content:
*Alternative evening classes - 3 discussion classes per week
Twentieth-century, postcolonial and contemporary literature
This module focuses on post-nineteenth century literature in English. Various genres are covered and particular attention is given to postcolonial writing.
Module content:
Themes from African History A selection of themes on the history of Africa and its people during pre-colonial, colonial and post-colonial times, focusing on the social, political and economic forces that helped shape the African historical experience.Module content:
Rise and fall of segregation and apartheid Focuses on the origin and theoretical foundations of these policies and their entrenchment in SA legislation. The resistance against the institution of these respective policies and the subsequent dismantling of apartheid. The impact on social, cultural and economic terrain.Module content:
Greek texts – syntax
Basic syntactical theory and application to selected Greek texts
Greek prose – text analysis
Basic theory of comprehensive text analysis and application of selected NT prose texts.
Module content:
Greek poetry – text analysis
Basic theory of poetic text analysis and application of selected NT and related poetry texts.
Greek texts – holistic analysis
Students are guided towards reading and analysing independently chosen Greek texts by application of all knowledge and skills acquired in GRK modules on year level 1 as well as in GRK 210 and 220.
Module content:
Hebrew texts – syntax
Basic syntactical theory and application to selected Hebrew texts.
Hebrew prose – text analysis
Basic theory of comprehensive text analysis and application to selected OT prose texts.
Module content:
Hebrew poetry – text analysis
Basic theory of poetic text analysis and application to selected OT poetic texts. Hebrew texts – holistic analysis
Students are guided towards reading and analysing independently chosen Hebrew texts by application of all knowledge and skills acquired in HEB modules on year level 1 as well as in HEB 210 and 220.
Module content:
Information seeking and retrieval. This module explores the theory and practice of effective information seeking and retrieval. It builds on supporting research paradigms such as the systems, user-centred, cognitive and socio-cognitive paradigms. The focus is on the complexities of effective information seeking and retrieval within the context of information behaviour on a personal level, as well as in the context of professional, academic or everyday information needs.
Module content:
Representation and organisation. Information needs to be represented and organised in a system for it to be effectively retrievable. This module deals with the representation and organisation of information on the level of individual entities (e.g. indexing), from the perspective of the users (user profiling), as well as within a document collection (taxonomies and ontologies).
Module content:
Latin literature, grammar and history (1) and (2) Selected passages from Latin literature, including legal and patristic texts; Latin grammar. An introduction to Roman history Selected passages of prose and poetry. Latin grammar. Roman history and constitution.Module content:
Latin literature, grammar and history (3) and (4) Selected passages of prose and poetry. Latin grammar. Roman history and constitution. History of Latin literature.Module content:
Aspects of the grammar of isiNdebele such as a continuation of the study of the word categories; grammatical analysis; the structure, meaning and use of the pronoun and the enumerative; an introduction to isiNdebele speech sounds/phonetics.
Module content:
Focus on religion
Part 1: Christianity
Jesus as founder of Christianity; Images of Jesus; current research on the ‘historical Jesus’; core issues in the debate on the ‘historical Jesus’. Capita selecta from themes like: New Testament Christianity; Christian history in survey; Christian missions; After the Industrial Revolution and the Enlightenment; Christianity in a secularist age; The rise of Third World Christianity.
Part 2: Traditional African religiosity
Primal religion and traditional African religion; Traditional life and world view. Key elements like: Concept of time; Concept of God; Ancestral cult; Power doctors, healers and cultic leadership; Ethics: Examples of African religion; San religion; Zulu religion; Shona religion.
Module content:
Part 1: Myth, symbols and other phenomena
Religion in diachronic and phenomenological perspective; Cosmologies and theologies; Myth and narrative; Ritual; Spirituality; Offices; Symbolism and communication. The module will focus primarily on mythical motives and thought patterns in the Old and New Testaments. By means of a capita selecta the chosen texts are analysed within the timeframe and world view of their own origin.
Part 2: Ancient religions
The content, characteristics and influence of religions in the Ancient Near Eastern and Mediterranean worlds will be studied: e.g. Egypt, Canaan, Mesopotamia, Greece etc. (A selection will be made every year.)
Module content:
Part 1: Religion and ethics
Sources of ethical decision making. Comparative survey of major ethical principles. Religion and ethics on: Politics, Economics, Justice, Human rights, freedom and responsibility, Society, Sexuality, etc.
Part 2: African life issues
The aim of this module is to acquaint the student with life issues from Africa regarding community life. The role of women in the community. The role and function of music as religious experience. Perspectives on time from a religious viewpoint. Aspects regarding evil. Perspectives on personal and community relationships as seen from religious texts. Initiation rites, rituals and religion. Patriarchs, ancestors and worship.
Module content:
Sepedi - communication and grammar The acquisition of advanced communication skills in further social, occupational and educational situations. More extensive vocabulary and advanced language structures are acquired and used. Heightened awareness of the nature and function of language structures. Sepedi - reading and writing Writing of coherent, idiomatic and grammatically correct texts in order to impart ideas and information for a selected range of communicative purposes. Writing entails creative writing as well as reduplication. Reading and comprehension of texts which contain reasonably extensive vocabularies and a relatively large variation of language structures. Commence with the reading of fairly simple literary works. Students are also further trained in the use of the dictionary.Module content:
Sepedi - communication, grammar, reading and writing The further acquisition of advanced communication skills in further social, occupational and educational situations. More extensive vocabulary and advanced language structures are acquired and used. Heightened awareness of the nature and function of language structures. Continuation of the writing of coherent, idiomatic and grammatically correct texts in order to impart ideas and information for a range of communicative purposes. An introduction to Sepedi speech sounds / phonetics. Reading and comprehension of texts which contain more extensive vocabularies and a larger variation of language structures. Reading of further literary works.Module content:
In this module human development from conception through adolescence to adulthood is discussed with reference to various psychological theories. Incorporated are the developmental changes related to cognitive, physical, emotional and social functioning of the individual and the context of work in adulthood. Traditional and contemporary theories of human development explaining and describing these stages are studied in order to address the key issues related to both childhood and adulthood.
Module content:
This module is a social-psychological perspective on interpersonal and group processes. Themes that are covered include communication, pro-social behaviour, social influence and persuasion, political transformation, violence, and group behaviour.
Module content:
Part 1: Sociology of work: Globalisation
The contemporary process of globalisation at a world level impacts on the process of change and economic development. This section will discuss processes and debates associated with economic globalisation and the global dominance of finance capital in the late 20th and early 21st century. We will review contemporary debates associated with these issues.
Part 2: Gender, family and households
This section focuses on theories and issues relevant to the understanding of households, families and gender. It addresses thematics such as dynamic family structures, poverty, the survival strategies of poor households, gender-based violence and the ways in which the aforementioned affect family life and forms as well as children and youth in particular. A special emphasis is placed on exploring these issues in a Southern African context.
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Part 1: Demography, health and society
This section explores the dynamic relationship between demography and health, with examples drawn from South African and international case studies. The substantial increase in world population during the past century compounds key issues faced by contemporary societies. Interplay between demographic processes, such as morbidity, mortality, fertility and mobility, impact on the size of a population. In turn, these are to an extent shaped by the structure of a population as well as the cultural context of a society. Central to this are concerns around health and disease.
Part 2: Cultural Sociology
This section explores themes in cultural sociology, with an emphasis on the ways in which meaning is constructed in everyday life by individuals as well as collectives, on the one hand, and the intersection between culture and institutional forms and social structure on the other. Students will be introduced to the work of some of the key thinkers in the field, and will be provided with the opportunity to write an independent essay on a theme in cultural sociology.
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This module focuses on the further development of communicative skills with special emphasis on the receptive activities of the language, namely listening and reading. Careful attention is given to critical aspects of Spanish grammar. Short fictional and non-fictional texts are used for comprehension as well as for demonstrating cultural aspects of the Spanish-speaking countries. This module complies with the requirements for level B1.1 set by the “Common European Framework of Reference for Languages”.
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This module continues with the development of communicative skills of the language. Special attention is given to the comprehension of written texts, spoken and audio-visual inputs. This module complies with the requirements for level B1.2 set by the “Common European Framework of Reference for Languages”.
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This is an introduction to linear algebra on Rn. Matrices and linear equations, linear combinations and spans, linear independence, subspaces, basis and dimension, eigenvalues, eigenvectors, similarity and diagonalisation of matrices, linear transformations.
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Calculus of multivariable functions, directional derivatives. Extrema and Lagrange multipliers. Multiple integrals, polar, cylindrical and spherical coordinates.
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Properties of real numbers. Analysis of sequences and series of real numbers. Power series and theorems of convergence. The Bolzano-Weierstrass theorem. The intermediate value theorem and analysis of real-valued functions on an interval. The Riemann integral: Existence and properties of the interval.
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Abstract vector spaces, change of basis, matrix representation of linear transformations, orthogonality, diagonalisability of symmetric matrices, some applications.Module content:
isiZulu - communication and grammar The acquisition of advanced communication skills in further social, occupational and educational situations. More extensive vocabulary and advanced language structures are acquired and used. Heightened awareness of the nature and function of language structures. isiZulu - reading and writing Writing of coherent, idiomatic and grammatically correct texts in order to impart ideas and information for a selected range of communicative purposes. Writing entails creative writing as well as reduplication. Reading and comprehension of texts which contain reasonably extensive vocabularies and a relatively large variation of language structures. Commence with the reading of fairly simple literary works. Students are also further trained in the use of the dictionary.Module content:
isiZulu - communication, grammar, reading and writing
The further acquisition of advanced communication skills in further social, occupational and educational situations. More extensive vocabulary and advanced language structures are acquired and used. Heightened awareness of the nature and function of language structures. Continuation of the writing of coherent, idiomatic and grammatically correct texts in order to impart ideas and information for a range of communicative purposes. An introduction to isiZulu speech sounds/phonetics. Reading and comprehension of texts which contain more extensive vocabularies and a larger variation of language structures. Reading of further literary works.
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This module focuses on the further development of communication skills with special emphasis on the receptive activities of the language, namely listening and reading. Careful attention is given to critical aspects of German grammar. Short fictional and non-fictional texts are used for comprehension as well as for demonstrating cultural aspects of the German-speaking countries. This module complies with the requirements for level B1.1 set by the “Common European Framework of Reference for Languages”.
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This module continues with the development of communicative skills of the language. Special attention is given to the comprehension of non-fictional and literary written texts, spoken and audio-visual inputs, as well as the application of knowledge of German grammar in oral and written production. This module complies with the requirements for level B1.2 set by the “Common European Framework of Reference for Languages”.
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This module focuses on the further development of communication skills with special emphasis on the receptive activities of the language, namely listening and reading. Careful attention is given to critical aspects of French grammar. Short fictional and non-fictional texts are used for comprehension as well as for demonstrating cultural aspects of the French-speaking countries. This module complies with the requirements for level B1.1 set by the “Common European Framework of Reference for Languages”.
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This module continues with the development of communicative skills of the language. Special attention is given to the comprehension of non-fictional and literary written texts, spoken and audio-visual inputs, as well as the application of knowledge of French grammar in oral and written production. This module complies with the requirements for level B1.2 set by the “Common European Framework of Reference for Languages”.
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Aspects of the literature of isiNdebele/isiZulu/Sepedi such as the continuation of the study of concepts such as text, topic, characters, events, time and place; the study of plot and style; the critical analysis of a novel/novelette.
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Aspects of the grammar of Sepedi such as a continuation of the study of the word categories; grammatical analysis; the structure, meaning and use of the pronoun and the enumerative; an introduction to Sepedi speech sounds/phonetics.
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Aspects of the grammar of isiZulu such as a continuation of the study of the word categories; grammatical analysis; the structure, meaning and use of the pronoun and the enumerative; an introduction to isiZulu speech sounds/phonetics.
Minimum credits: 150
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* Closed – requires departmental selection
Practically (on a keyboard) and theoretically display skills in the reading, writing and practical application of structured melodies, basic four-part harmony and its underlying structure, as well as contrapuntal techniques in two parts.
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*Closed – requires departmental selection
A foundation of music technology tailored towards the educational needs of the musician.
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*Closed – requires departmental selection
*Compulsory membership of UP concert choir or Tuks Camerata
Practically apply music elements in group singing and the facilitation thereof, according to basic and widely accepted criteria for choir conducting. The learner will also develop skills in the practical and theoretical aspects of choir conducting.
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*Closed – requires departmental selection
Practically apply the acquired music facilitation skills in extra-curricular group music activities and productions such as revues, operettas, eisteddfods, choir, etc., on a regular basis and integrate these with other learning areas in school, as well as the community.
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*Requires departmental selection
*Subject to departmental assessment based on evidence of prior learning or a practical test
Demonstrate individual and advanced technical skills and performance ability on an instrument of your choice.
It is an academic requirement either for students whose First Instrument is an orchestral instrument, to play in the UP Symphony Orchestra, and for those who cannot be accommodated in the Orchestra, or who do not audition successfully for inclusion in the Orchestra ,to play in other ensembles as determined by the Music Department. Students will have to play two excerpts (selected by the conductor) during the June and November examination periods as part of their repertoire for the examination, and this will count 10% of the final mark. An 80% attendance of orchestral rehearsals is also expected, and students should be available for the concerts of the Orchestra and ensembles.
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Taalkundekomponent
Capita selecta uit die Afrikaanse taalkunde
Letterkundekomponent
Afrikaanse prosa
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Afrikaanse poësie
'n Keuse uit eietydse Nederlandstalige literatuur; analitiese teksondersoeke met aandag aan agtergrond- en resepsieaangeleenthede.
Die Afrikaanse drama word binne die breër konteks van die Afrikaanse letterkunde geplaas.
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Social aspects of the ancient Near Eastern and the ancient Greek and Roman worlds
A selection of ancient Near Eastern (namely Mesopotamian, Syria-Palestinian and Egyptian) and ancient Greek and Roman sources are studied within their socio-historical context to illustrate and interpret these culturesand#39; social practises and how they influenced contemporary institutions and social structures.
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Verbal and visual expression in the ancient world: looking for answers This module entails an overview of the research process in ancient culture studies, especially the identification of a research problem, formulating a research question, proposing a suitable hypothesis and applying suitable research strategies through the discussion of relevant themes on the ancient world. Students are then guided towards independent research on themes of their choice relating to departmental research interests by applying the knowledge and skills gained throughout the entire course of ancient culture studies.Module content:
Part 1:Texts in context
OT texts are read in their Ancient Near Eastern context with special reference to intra-, inter- and extratextual relations. NT and/or Patristic texts are read in their Jewish and Hellenistic context with special reference to intra-, inter- and extra-textual relations.
Part 2: Between the Testaments
Reading and interpreting of Hebrew and Greek inter-testamental literature, including Qumran literature, Ben Sira and Greek apocryphal books like Judit or Tobit.
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Part 1: Critical textual competence
Students are exposed to diverging translations and interpretations of selected OT and NT texts. Through their own knowledge of and competence in intra-, inter- and extratextual analysis they are guided towards critical assessment of diverging points of view and independent decision making in the reading, analysis and understanding of ancient literary texts.
Part 2: Integration of analytical skills
Students are guided towards independent reading and analysis of chosen Greek and Hebrew texts by integrated application of all knowledge and skills acquired in GRK and HEB modules on year levels 1 and 2, as well as in BYT 251, 310 and 320.
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Introduction to German linguistics. This module complies with the requirements for level B2.1 set by the “Common European Framework of Reference for Languages”.
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Analysis, interpretation and appropriation of relevant texts from different disciplines. This module complies with the requirements for level B2.1 set by the “Common European Framework of Reference for Languages”.
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Principles of textual grammar of the German language. This module complies with the requirements for level B2.2 set by the “Common European Framework of Reference for Languages”.
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Analysis, interpretation and appropriation of literary texts in cultural-historical perspective. This module complies with the requirements for level B2.2 set by the “Common European Framework of Reference for Languages”.
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Mediaeval and Renaissance literature
In this module students study the works of representative writers from Chaucer to Shakespeare and Milton. The general characteristics and techniques of these authors are discussed in relation to developments in aesthetic theory, generic conventions and socio-historical change.
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Editing principles and practice
This module practises several basic language-editing skills on a variety of texts from different fields and of varying levels of complexity for specific target audiences. The principles of plain language editing are also introduced and strategies for overcoming textual complexity for given audiences are explored. Special attention is also given to the demands of editing South African English, client relations and the ethics of editing. Considerable practical work is required.
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Augustan, Romantic and 19th-century literature
In this module students read a representative selection of 18th- and 19th-century texts in English. The general characteristics and techniques of these texts are discussed in relation to developments in aesthetic theory, generic conventions and socio-historical change.
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Introduction to teaching English to speakers of other languages.
This module introduces both the theoretical and practical dimensions of TESOL (Teaching English to Speakers of Other Languages). Areas covered include (i) the nature of the foreign/second language learning process; (ii) the major approaches and methods of foreign/second language teaching and (iii) focused methodologies for teaching grammar, pronunciation, vocabulary, speaking and listening.
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Principles of textual grammar of the French language. This module complies with the requirements for level B2.1 set by the “Common European Framework of Reference for Languages”.
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Analysis, interpretation and appropriation of relevant audio-visual material and texts from non-fictional and fictional sources.
This module complies with the requirements for level B2.1 set by the “Common European Framework of Reference for Languages”.
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Principles of grammar of the French language. Introduction to professional translation and interpreting for the purpose of learning French as a foreign language.
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Historical trends in the modern world A selection of political, economic and social themes.Module content:
Globalisation, diversity and change Theories and interpretation on the process of change. Globalisation and its significance for, inter alia, the global economy, the nation-state, nationalism, ethnicity and culture.Module content:
Information Organisation. The module is concerned with the organisation of information in the digital environment focusing on the structure and use of document management and workflow systems, as well as distribution channels and virtual environments. The characteristics and application of the internet, intranets, as well as portals and applications use, are considered.
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Information and Knowledge Management. This module focuses on information and knowledge management at an operational level and introduces information and knowledge management at a corporate strategic level. It deals with the management of information and knowledge, which enables the organisation to be competitive. In this module the focus is on four aspects, namely: the 21st century organisation, the external and internal stakeholders that have an interest in information products, as well as the infrastructure that should be in place in organisations to manage information products. The module concludes with a few topics relating to information management at a corporate strategic level.
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Latin literature, Roman history and mythology/religion Selected passages of prose and poetry; legal and patristic texts may also be included. Latin grammar. Roman history. Greco-Roman mythology and religion.Module content:
Latin literature and antiquities Selected passages of prose and poetry; legal and patristic texts may also be included. Roman history. Selected passages of prose and poetry; legal and patristic texts may also be included. Roman history. Selected topics from Roman antiquities and daily life.Module content:
Aspects of the grammar of isiNdebele such as a continuation of the study of the word categories; grammatical analysis; more intensive study of the structure, meaning and use of the noun (specifically derived nouns) and verb (specifically moods and verbal extensions); an introduction to the sound changes/phonology of isiNdebele.
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Part 1: Reflecting on religion
Theories about religion; Religion and ideology; Secularism; Uniqueness; Doctrinal issues, etc.
Part 2: Topical issues
The relationship between religion and various topical issues in society will be addressed, like: Religion and society; religion and gender; religion and economics; religion, politics and the state; religion and the environment, etc.
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Part 1: Religions as neighbours
Plurality; Religious interaction; Practical issues, e.g. Themes to be addressed are: conflict, propaganda, indoctrination, dialogue, syncretism, respect and tolerance. Models of dealing with plurality will be studied, e.g. fundamentalism, relativism, pluralism, inclusivism, exclusivism, secularism and co-responsibility and cooperation.
Part 2: Religion and the arts
Iconography; overview on the exposition of biblical themes in the expressive arts and music; religious aspects of well-known artefacts and musical compositions; function of art and music in worship.
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Sepedi grammar - Capita selecta
Aspects of the grammar of Sepedi such as a continuation of the study of the word categories; grammatical analysis; more intensive study of the structure, meaning and use of the noun (specifically derived nouns) and verb (specifically moods and verbal extensions); an introduction to the sound changes / phonology of Sepedi.
The acquisition and inculcation of advanced communicative skills within a larger number of social, occupational and educational situations. Awareness of the nature and function of language structures is heightened further. Attention is also paid to cultural phenomena.
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Identification of abnormal behaviour in children based on knowledge of normal childhood development; introduction to the study of various models pertaining to abnormal behaviour; understanding and application of basic concepts in child psychopathology. This module also provides an introduction to psychopathology and symptomatology of adult abnormal behaviour. Terminology, definitions of abnormal behaviour, problems in diagnosis, labelling, and myths regarding abnormal behaviour are discussed. Neurosis as a specific mental disorder is studied critically from a multidimensional perspective, including intrapsychic, interpersonal and social-cultural explanations.
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This module deals with a community psychological perspective on human behaviour and psychological interventions and also critically explores the contribution of various perspectives in psychology. The module focuses on themes such as definitions of key concepts, principles and aims of community psychology, and the role of the community psychologist as well as the impact of earlier thought frameworks on contemporary perspectives. The implications of these ideas for practical initiatives focussed on mental health in communities, are discussed. The module further focuses on critical psychology. Critical psychology is an orientation towards psychology that is critical towards the assumptions and practices of psychology as it is practiced in the mainstream. It attempts to address power issues as they manifest in the practice of mainstream psychology. The focus is on examining how the practice and theories of mainstream psychology contribute to these power issues impacting on marginalised groups.
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Topology of finite dimensional spaces: Open and closed sets, compactness, connectedness and completeness. Theorems of Bolzano-Weierstrass and Heine-Borel. Properties of continuous functions and applications. Integration theory for functions of one real variable. Sequences of functions.
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Group theory: Definition, examples, elementary properties, subgroups, permutation groups, isomorphism, order, cyclic groups, homomorphisms, factor groups. Ring theory: Definition, examples, elementary properties, ideals, homomorphisms, factor rings, polynomial rings, factorisation of polynomials. Field extensions, applications to straight-edge and compass constructions.
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Direct methods for the numerical solution of systems of linear equations, pivoting strategies. Iterative methods for solving systems of linear equations and eigenvalue problems. Iterative methods for solving systems of nonlinear equations. Introduction to optimization. Algorithms for the considered numerical methods are derived and implemented in computer programmes. Complexity of computation is investigated. Error estimates and convergence results are proved.
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Axiomatic development of neutral, Euclidean and hyperbolic geometry. Using models of geometries to show that the parallel postulate is independent of the other postulates of Euclid.
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isiZulu grammar - Capita selecta
Aspects of the grammar of isiZulu such as a continuation of the study of the word categories; grammatical analysis; more intensive study of the structure, meaning and use of the noun (specifically derived nouns) and verb (specifically moods and verbal extensions); an introduction to the sound changes/phonology of isiZulu. The acquisition and inculcation of advanced communicative skills within a larger number of social, occupational and educational situations. Awareness of the nature and function of language structures is heightened further. Attention is also paid to cultural phenomena.
Module content:
A comprehensive review of Spanish grammar is presented in order to increase language proficiency with special emphasis on the productive activities of the language, namely speaking and writing. It also offers an introductory approach to Hispanic history. This module complies with the requirements for level B2.1 set by the “Common European Framework of Reference for Languages”.
Module content:
This module continues with the presentation of a comprehensive review of Spanish grammar in order to increase language proficiency with special emphasis on the interactive activities of the language, namely spoken and written interaction. It also offers an introductory approach to Hispanic literature. This module complies with the requirements for level B2.2 set by the “Common European Framework of Reference for Languages”.
Module content:
Aspects of the literature of isiNdebele/isiZulu/Sepedi such as the critical analysis of a dramatic work and poetry (selected poems).
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