I can't believe September is almost over; this semester is racing by at a breakneck pace. Everything is OK right now; the majority of my projects and tasks have been submitted, and my burden has eased over the last week. As we approach the end of the third term, progress reports must be produced, which is consuming some of my study time, but I am still on track to complete the most of my work, studies, and personal life objectives. So far, I'd say this week has been enjoyable.

When it comes to youngsters in the Foundation Phase, I've learned that there's more to it than just 'playing.' Numerous cognitive developmental programs have demonstrated that children learn through play. I've learned that there are three sorts of play: free play, guided play, and directed play, and that each type of play helps students acquire distinct skills and concepts. Furthermore, the various types of degrees of social play have taught me that through each level of play, children of various ages create relationships and develop crucial social skills.

The seven aspects of play were the concept that jumped out the most to me; it has given me a new perspective on play and how vital it is in the classroom environment. This study unit has also taught me the value of incorporating play into the music education setting; it is a more enjoyable and exciting method to learn and teach music, and children acquire more knowledge when they are engaged in activities that they enjoy.

Learners who do not grasp what is expected of them or the subject or concept being taught are more likely to feel excluded, unmotivated, shy, or ashamed. Because of the broad and distinct themes and content that must be taught and employed, some children may struggle with unique cultural morals or belief systems due to the diverse cultural backgrounds in the South African teaching system.

The learners in this scenario were uncomfortable because they didn't grasp what was being sung, and they couldn't fully engage since they didn't understand the lyrics of the songs. Others were uncomfortable and shy because they were dealing with a personal religious or moral conflict.

If songs are chosen in the future, I will first teach the learners the meaning of the lyrics if they are in a language other than their own, so that they can readily relate to what is being listened to or sang. They will feel that they are a member of the group and will not be left out of the action. As a teacher, you should always check for understanding and ensure that everyone is on the same page. You should also check for clarity and assist students who are still unsure about a concept or topic. I'd also connect with my students and follow up on a regular basis to verify that everyone is happy and that no boundaries are being violated.An open relationship guarantees that learners feel at ease in any setting, and that they have the confidence and capability to advise whoever is facilitating the activity if they do not want to engage in an activity due to cultural or religious reasons.

It's challenging to meet the requirements of all students, regardless of their cultural, religious, or ethnic backgrounds, without offending or stomping on toes. Within the classroom atmosphere, one should always be as honest and truthful as possible, and one should teach and promote respect and acceptance. All other cultures and beliefs should be taught to students, and the adult must guarantee that they respectand understand one other. Children should feel comfortable, and they should be able to communicate ifthey are unsure or in danger.

The most important thing a teacher must avoid is making assumptions; do not just assume that the content will be fine and relatable based on your own understanding and knowledge; always ask the students and include them in the selection of content, song, or activity- this will avoid situations like the one depicted in the scenario. Children should be given the option to engage and communicate if their personal boundaries are being violated in order for them to feel included and accepted.

 

 

 

 

 

 

 

 

 

It's been a hectic week; many of my module's assignments and tests are approaching their deadlines, and I'm working extra hard to keep up. My 21st party's preparations is killing me, which is causing me some anxiety.

In this study unit, I was reminded of the need of inclusion and special needs in regular classrooms. Children come from a variety of backgrounds and have a variety of needs; we may reach out to them and meet their needs via music. Music gives a secure area where kids may relax and forget about the world around them, even if they don't understand everything.

In response to the issue of what kind of music I'll play in class when teaching a music lesson. I'm not going to pick a single type of indigenous music. I'll think about the kids in my class for that day/year and choose music and lessons based on their backgrounds.

It is critical that all students in the classroom feel equal, and this is where inclusion comes into play. I will consider all of the children when choosing music, as well as their culture and ancestry. It's not enough for them to master new abilities; they also need to be able to relate to and enjoy the session.

I believe that the examples presented in Study Unit 2 are inclusive because we were taught how to present a music lesson using songs from other cultures. The fundamental music principles of dynamics, meter, beat, rhythm, tempo, timbre, pitch, and texture remain unchanged, and the instructor can use them to convey her/his music lesson. Music instruments can be selected based on the song's heritage, or body percussion can be applied.

I don't have any recommendations for making Study Unit 2's material more inclusive; I believe it is properly stated. I plan to use technology  to give my lesson because today's students have grown up with technology. In the future, I'd like to conduct further research on music from many civilizations, including those from other countries.

I feel that music is crucial for a child's holistic development, and that teachers should not feel embarrassed to provide a music lesson.

I wish you a happy and healthy weak. Goodluck with the other modules !! 

Individual Reflection 

According to Learning Unit 4 of LSKM 221:

1.Arts Integration, or teaching and learning practices that address many goals at once while also encouraging students to use the arts to demonstrate their understanding of topics and skills, is promoted.Arts integration is a teaching style that emphasizes active participation in teaching and learning activities, as well as experiential learning, realistic learning activities, collaboration, problem-solving skills, and reflection. If someone says art integration is a waste of time, I'll tell them they don't understand what it is or the benefits it gives, especially for children.I'd like to know what they think the definition of the term "Art integration" is, and if they could explain it to me. Art lessons help kids enhance motor skills, linguistic skills, social skills, decision-making, risk-taking, and creativity, and art integration helps students build creative problem-solving abilities. I don't see how it's a waste of time.

2.The theoretical framework for arts integration in the foundation phase was my favorite and most fascinating part of study unit 4. Because I had no clue that music could be studied in six distinct ways, it was fascinating to learn more about it and get additional knowledge on the subject.In study unit 4, I didn't find anything particularly tough. The study unit was well-written and easy to understand, and I am looking forward to learning more about art this semester.

Part 1:

Right now, I'm feeling quite confident. All of my assignments were completed ahead of schedule, which is unusual in my case. I've decided to submit all of my work on the submission day rather than waiting until the due date; this has greatly aided me, and I'm much better at organizing my time for studies. Because I work full-time, managing my time has always been a challenge for me. Fortunately, I'm growing better at it, and I devote 100% of my time, effort, and energy to both. So far, my week has gone well, and I am in a positive frame of mind.

Part 2:

I discovered a lot of fresh information about music and what should be taught in the Foundation Phase. The most fascinating and important notion I learned and was made aware of was how different ages have varied prerequisites for grasping the concept of music, this is critical because if you teach music and are unaware of these developmental stages, you risk jeopardizing the child's growth when it comes to teaching music to a specific age group in the Foundation Phase. Piaget's cognitive development theory, as well as how this module connects the instruction of music to the operational stages, was quite interesting.

Part 3:

1. In the FP, I am currently quite competent in teaching music through movement. I am a huge fan of music in general, and this session has taught me a lot of useful information that I can apply to better my grasp of how music is actually taught.

2. If I had to choose between the two, I think I'd go with music education. This decision was made for the following reasons: In general, children are quite active in school, and they learn most parts and concepts through play. Physical growth occurs in both cases, whereas music is rarely included in school curricula. Music instruction provides numerous advantages for children's holistic development. According to Martin (2014), music improves language skills, which can help students improve their communication skills as well as learn new languages. Music has been shown to improve writing test scores; according to Martin (2014), children who have music instruction in their curriculum perform better on tests than those who do not. Music improves self-esteem and boosts confidence in children (Martin,2014).I completely agree; youngsters adore being recognized and enjoy anything that is fun and innovative. Music provides a platform for children to try new things, learn new things, and express themselves in a creative way, all of which enhances their self-esteem. Music has also been demonstrated to boost listening and math skills. Music and mathematics are tightly connected; if a youngster grasps musical principles, he or she will grasp mathematical ones as well (Martin, 2014). Overall, I believe that music education has more advantages when it comes to a child's holistic developmental needs, and that schools should include music education in their curricula. Many studies have demonstrated that music has a vital role in a child's development, particularly cognitive development, demonstrating the importance of music education.

Martin, L. (2014) 10 Benefits of Music Education for Students

Hi everyone. My name is Zaydah Eilerd, I live in Postmasburg. I am the third youngest of four children and the only girl in the family. My dream  has always been to become a teacher and make a difference in other peoples lives. 

It is sometimes stressful to juggle my house chores, work and my studies all together. I am working part time to pay for my studies which is sometimes a struggle because its not easy but I do believe that I will see the fruits of my efforts in the end and most importantly I'm doing it for myself and to make my parents proud.

I will enjoy this module because I do love music and everything about it and I hope to learn more in this module.

Best of luck to each and everyone for this semester!!!

 

Greetings. Zaydah.