Good day future teachers,

It is on a sad note that I write this final blog. But as they say, all good things come to an end. When I first started this module, I was scared and confused, because in my history [of learning, I haven’t really performed well when it comes to music. I also had a lot of problems accessing m blog here on efundi. This really stressed me, and I eventually resorted to blogging on WordPress blogsite. Incase anyone wants to access my introductory blog (first blog); you can find it on this link:

https://efundi.nwu.ac.za/access/content/group-user/0260eb58-ef38-4c2b-926c-18925cb51969/34365745/https%3A__findingfif20210824214827.URL 

As I worked through the modules, I realized that teaching of music and performing arts can be a pleasurable experience provided you really know what you are doing. Studying through all these modules with regards to arts in the foundation, I have decided that I’m going to make it a priority to present my lessons in a way that is fun and interactive in a way that learners are fully developed.

As I occasionally wrote the individual reflections on every study unit, I realized that it is important that every educator must take responsibility for teaching music and performing arts and learn as much as they can. I also think it is very important to incorporate other learning areas such as math, language and life skills into your music lesson. This will contribute to holistic development and a positive learning environment.

This module gave me a lot to critically think about. More especially when it comes to presenting my own music lessons. I have newfound love for technology incorporated lesson plan that dwells much on music and arts. I used one of the video’s that I had prepared for body percussion lesson and I have to say that the learners enjoyed it much more than I thought they would. I think what really got them was the visuals and music and they learned faster as well. They were delighted to sing along and dance to it.

My final take-away from this module is that, as a teacher, it is crucial to always remember that children learn through play. Their learning activities must be interesting and always stimulating. There are greater advantages in learning through the arts than having endless standardized tests.

SU 5:

Hello bloggers.

There is a saying that says, “the night is always darker towards the dawn.”  We are almost at the finishing line and things are getting much harder. The anxiety and workload are really starting to get to most of us. However, we soldier on.

In all honesty, study unit 5 is the hardest of them all. It is quite challenging to the extend that it requires one to critically think of a real-life situation. Nonetheless, I tried to answer the reflective questions as follows.

• What could the possible reasons be that assessment is neglected in Performing Arts and Music in the Foundation Phase?

In most instances, teacher’s perception and attitudes towards performing arts and music in general is negative. They do not regard performing arts and music as a necessity and hence, will not make the assessment of performing arts and music a priority. Some teacher’s knowledge of how to incorporate music and performing arts into the classroom could be inadequate and that leads to him/her just simply not including it into the lessons which then has the effect of no assessment of performing arts and music.  Some teachers make no effort or time for performing arts and music because they do not value it at all.

• Please explain how you would advocate for and heighten awareness about the importance of assessment when speaking with your HOD about your concerns in this regard.

I would advocate and heighten awareness about the importance of assessment by informing her that the assessment is beneficial to both the learner and the teacher. Assessment enables the learner to reflect on their own progress and lets the teacher keep record of the learner’s progress. It also shows the teacher where the learner still struggles which then enables the teacher to help the learner in a more specific way that caters to the specific learner. This will also help show the teacher where she needs to improve. I would also show her the possible methods and ways that she can use to assess the learners, thus in return, the teacher will be assessing her own progress and teaching abilities when it comes to performing arts and music.

SU 4: Arts integration in the foundation phase.

Hello everyone.

As I was going through study unit 4, I couldn’t help it but remember something that I read from the Seneca Academy website. It was a piece of writing that has stuck with me through and through. And for me, somehow, going through this unit I just feel that it of vital importance that I share it with the rest of you.

“It was not long ago that arts education in schools was thought to be a luxury, and arts classes were cut from the curriculum to make room for more time to prepare for standardized tests. Currently, there is more and more information available that shows how crucial arts integration is to create well-rounded, well-prepared learners and leaders.”

This well written statement is supported by articles with titles such as “Teachers are using theater and dance to teach math — and it’s working,” and “Arts-Based Education Will Power the Creative Economy”. There are numerous articles that discuss the theory and research behind such claims.

Nonetheless, the arts (fine arts, drama, music, movement) have always been an integrated part of our lives. And it is our responsibility weave the arts into our core classroom curricula as well as teach specific artistic skills when it comes to the art.

My biggest challenge when it comes to arts is teaching and learning in music. I am not a natural born singer and I have a huge problem when it comes to learning music. However, I did enjoy teaching it to my learners.

Here’s a summary of what I’ve learned through experience about why arts integration is so important:

Working in the arts helps learners to develop creative problem-solving skills. Teaching through the arts can present difficult concepts visually, making them easier to understand. Art instruction helps children with the development of motor skills, language skills, social skills, decision-making, risk-taking, and inventiveness. Visual arts teach learners about color, layout, perspective, and balance: all techniques that are necessary in presentations (visual, digital) of academic work. Integrating art with other disciplines reaches students who might not otherwise be engaged in classwork. Arts experiences boost critical thinking, teaching students to take the time to be more careful and thorough in how they observe the world.

Ever heart of the saying, music is life? Well, if you haven’t, clearly you have never attempted to understand why musical plays a such a vital role in the learning process for the foundation phase. Music can give children a way to express themselves, to unleash their creativity, to be inspired and uplifted, to relax, and to relieve stress and tension. Just think about listening to a beautiful piece of classical music, singing along to a favourite song with friends, or dancing to a great song on the radio – music can make your heart sing!

Under study unit 3 of this week’s lecture, it is clearly stated or shown that in the African context, play is a way in which people communicate, compete, test, instruct and enjoy. It is therefore, that this complex and multi-dimensional character of play, a musical performance can both be ritual and play. Henceforth, within the classroom, we have to include opportunities for learners to engage in play on various levels which range from free play to directed play.

The study unit further goes into detail on explaining play in the foundation phase, characteristics of play, educational outcomes of play, elements of play, examples of play, and lastly, genres of play and games. Hence, I strongly believe that Summarizing the whole study unit is like not being willing to share information. I encourage that when you get a chance you can go through the unit on the following link: https://efundi.nwu.ac.za/access/lessonbuilder/item/7100187/group/0260eb58-ef38-4c2b-926c-18925cb51969/Reader/LSKM%20221%20SU%203.pdf

On another note, studies in neuroscience show that music can enhance brain function in children. Musical activities (such as playing an instrument, singing or just listening to music) stimulate the brain, and this brain workout leads to improved brain structure with the formation of new neural connections.

Studies also show that young children who participate in music classes have improved speech development and learn to read more easily. Learning music helps to develop the left side of the brain (related to language and reasoning), assists with sound recognition, and teaches rhythm and rhyme. Songs can also help children remember information (just think of the Alphabet song!).

Music can help with the development of maths skills. By listening to musical beats your child can learn basic fractions, pattern-recognition and problem solving. Children who study music also have improved spatial intelligence and ability to form mental pictures of objects – skills that are important for more advanced mathematics.

Other recent studies have shown that people who are musically trained have better working memory skills, helping them to remember things even while their minds are busy with other matters – important aspects of mental arithmetic and reading comprehension. Learning music also requires significant levels of concentration, training children to focus their attention for sustained periods. Just like playing sports, playing and dancing to music helps children develop their motor skills. Making music involves more than the voice or fingers; you also use ears and eyes, as well as large and small muscles, all at the same time. This helps the body and the mind work together.

Learning music teaches children to work towards short-term goals, develop routine and practice self-discipline.  Setting aside regular time for practice develops commitment and patience. Mastering a new piece of music leads to a sense of pride and achievement and helps children to learn the value of self-discipline. Making music with other people (like in a band or choir) improves children’s social and emotional skills.  They learn to work together as a team and develop their sense of empathy with others. Researchers have found that when children play music together – from simple rhythms to larger group performances – they are better able to tune into other people’s emotions.

With all these benefits, try to expose your child to music as much as possible – listen to music together, sing songs, play rhythm games, go to concerts or make your own instruments together. Your local library, community center or music society may offer music programs for kids. If your child wants to learn a musical instrument, your options may include a school music program, private music teachers, and group music activities such as choirs, recorder groups and bands.

NB:   This is what I have analyzed from the given scenario under blogging info of the study unit 3:

• What possibly made some learners uncomfortable during these activities?

The way in which the activity was structured in. the was little consideration for how other learners would feel in terms of dancing and singing in a different language.

• Why were some learners uncomfortable?

The use of a Zulu language. The other learner indicated that he/she didn’t really enjoy the song because she felt that s/he did not understand the language. As for the girl, she complained that she was uncomfortable because in her religious beliefs, a girl cannot dance in front of boys. Let alone dancing to house music.

• Can you think of ways to address these issues in future? What will you change?

In future I will be a little bit more considerate and try to understand that the learners come from different diverse background and I will be more inclusive.

• How can we accommodate diverse learner profiles in our classrooms? What must we beware of?

Be aware of different cultures, religious beliefs, and backgrounds.

It is said that arts provide a platform through which teachers can tap into a child’s creativity and humanity while teaching content material. It also gives students an opportunity to express and explore material in a medium to which they might not otherwise have access. Incorporating music is beneficial to both teacher and student as it strengthens the bond between them through a (hopefully) mutually satisfying aesthetic experience. Therefore, teachers should not be made to choose which music genre they prefer, rather they should rotationally teach different kind of music lessons to promote inclusivity in the classroom.

For me I would say that I personally love African traditional music. Nonetheless, it is not about what I love but what my learners deserve to learn. Therefore, I would consider learning as many musical genres as possible so that I can have an inclusive lesson in my classrooms.

Music is an integral part of our educational system especially in the foundation phase. You cannot think of teaching and learning for young kids without including how music impacts them. However, when most people think of children taking part in music and movement, some may think of children running around singing at the top of their lungs or banging nosily on an instrument. Many don’t realize that just like math, science, reading or writing, music and movement plays an important role in a child’s development and has many benefits.

Children naturally enjoy music and will begin reacting to music at an early age. As they get older, their love of music will bring one of the most obvious benefits of children participating in music and movement:  the release of energy. When children take part in music and movement activities, they can have fun, be creative and dance around and burn off some energy. When children participate in music and movement activities in a group, they also develop and refine their social skills. They learn to work as a team, they learn to share, and they learn how to be creative in a group environment.  It is therefore one of the many reasons why I believe that good music is a bandage to creating an inclusive safe space for children.

Research shows that exposure to music can also improve children’s ability to learn. Music and movement instruction has been shown to improve children’s memory, cognitive development, learning skills and expressive ability. Since nowadays, children grow up in the technologically advanced era, I think as a teacher it is also worth considering presenting the musical lessons on a technological platform so that the learners can be abreast with their counterparts from other countries. Although this does not rule out the fact that traditional musical instruments provide a platform for creativity and allows kids the opportunity to learn what kind of music instruments were used in the past.

For me an inclusive music lesson is when songs from various cultures are used to teach and present a lesson for the learners. The basic music concepts of dynamics, meter, beat, rhythm, tempo, timbre, pitch, and texture stay the same and it can be applied and improvised by the teacher to present her music lesson. Music instruments can be chosen according to the heritage of the song or body percussion can be used. It is safe to conclude that justice was done for study unit 2 because a different musical element was included in the unit.

At the foundation phase level, we understand the importance of arts and enrichment programs such as music and movement. Each week, children receive a 15 to 30-minute lesson filled with music and stories. This activity can be as simple as creating a cleanup song to sing when tidying up their toys or throwing on some fun music and having a dance party right in the classroom! If you’re feeling a bit more creative, break out the art supplies and make homemade instruments such as maracas or shakers for your children to play with and enjoy.