The aspects of the lesson plan

Lesson aims- under content which is lesson aims is the content that learners must know after the lesson

Through creative activities and talents improvisations interpretations in the foundation phase of performing arts

FEW SUGGESTIONS WHEN PLANINING MUSIC LESSON PLAN

• Music should always be played at the start and end of a lesson, and you should never play music (from YouTube or recordings) without a clear goal in mind. Any music played in class must aid in the achievement of the lesson's objectives. When playing a music in class, tell students what they need to listen for or do while listening.

• Always provide guidance to learners when it comes to music listening – give them specific criteria, specify which music elements they should focus on, movement activities they should perform, or questions they must answer while listening to music.

• Your lesson should include a variety of teaching, learning, and assessment activities (do not plan a lesson where learners only listen to music, only play on instruments, only listen to explanations by the teacher).

• Including a variety of activities in your lesson (singing, moving, listening, performing, improvisation, composition, drawing, analysis, manipulating various materials and instruments, exploring unconventional techniques in art and music, individual activities, group activities, debates, games, etc.) will help to accommodate the learners' various learning styles, abilities, and interests.

• Keep in mind the basic "Introduction – Teaching and Learning Phase – Conclusion" framework when creating teaching and learning activities that progress from lower to higher cognitive levels (less to more complex)

• Allow learners to figure out new concepts and abilities on their own and in groups before providing answers or discussing new ideas in a lecture format. Instead, ask questions that encourage students to uncover the answers for themselves, and then let them learn from one another while you, the teacher, serve as a facilitator.

• Think about the different types of assessments you'll use for each learning activity in the class. Assessment should be a continual process that supports learning and is included into any well-planned course.

• Before you explain something, consider whether you could instead facilitate an activity to allow learners to discover the skills/knowledge for themselves, or whether you could instead ask an open question to guide learner discovery (think: social constructivist principles, problem-based learning, experiential learning).

• Encourage learners to reflect on their learning on a regular basis and to engage in critical discussion regarding TL and assessment activities (as you should!).

• Consider the function of assessment in your lesson; • Provide as many opportunities as possible for learners to engage in experiential, PBL, and play-based TL and assessment activities;

• Consider how the course topic relates to real-life situations as well as current social and political issues (this will help you formulate a relevant question); and

• Take into account the value of peer scaffolding.

Characteristics of a well-planned music lesson

Introduction, teaching and learning phase, and conclusion are the three aspects of a normal lesson. You should include the following in each part of the lesson:

• Activities for teachers (what will you do? Explain an activity – in your lesson plan, explain the activity in depth; ask questions – list the questions; sing a song – what song?, etc.);

• Student activities (what will they be doing? For example, follow your directions; answer questions; work in groups to answer questions; dance steps; play a game – all of these instructions must be thoroughly explained as part of the teacher's activities.)

• Each activity's assessment type and strategy

A well-thought-out instruction will organically evolve from lower to higher-order thinking levels. In the beginning, we want to encourage learners to engage in free movement, free play, and imitation activities (Bloom levels 1-2). Learners must explore, reflect on, and manipulate materials during the presentation phase in order to internalize new knowledge and abilities through play, exploration, cooperation, and reflection (talking about what they are discovering/experiencing) (Bloom levels 3-5). Finally, in the final phase, we want learners to use the arts to communicate their understanding by making and presenting an artwork, a musical performance, or a dramatized production (Bloom level 6). These concepts apply to all lessons, not just music instruction.

INTRODUCTORY PHASE

• Do not begin a class with "Today you will..." as this may cause learners to lose interest before you even begin, and new words/concepts may appear difficult/intimidating. They will know what the lesson is about after the introductory activity if you organize and facilitate the activities correctly.

• Learners must be actively engaged in an activity that links to existing knowledge while also trying to new concepts/skills to be learned (i.e. learners already know how to dance). As a result, they should be able to recognize the music's beat, which is linked to lesson outcomes such as meter and rhythm (or music elements).

SU 3: PLAY IN MUSIC EDUCATION

In this study unit 3 I learnt that play is prevalent in many African cultures and the wider African setting, where we frequently see characteristics of play when individuals participate in music and dance activities.

There are three types of play in children’s culture

1. Tradition- The importance of rules in traditional games cannot be overstated. This style of play is set in stone. Many classic children's games include rules that must be observed and are rarely disregarded.
2. Open- Improvisation is a type of open play. Although open play involves rules, these can be adjusted based on the needs of the children while they are playing. The entire setting's structure is crucial. "Let's play at being/doing..."
3. Original- Original play is imaginative and focused on a sense of wonder. Original play is mostly a solo activity in which the player amuses himself with items, actions, and sounds.

These games, like the ones mentioned above, promote a balance between spontaneous invention and set rules. Play and games are extremely important to children. It's worth looking at the artistry with which kids play their games on the playground in the classroom.

I also learnt about the characteristics of play which is:

• Play is active
• Play is personally motivated
• Play is no extrinsic goals
• Players supply meaning to play
• Play is often nonliteral

Level of social play

• Onlooker play
• Solitary play
• Cooperative play
• Associative play
• Parallel play

The purpose and importance of play with regards to holistic development in the foundation phase

Learners in the foundation phase develop cognitively by improving their problem-solving abilities and learning about cause and effect while also growing cognitively. These students acquire cognitive abilities such as "identifying, classifying, sequencing, observing, discriminating, making predictions, drawing inferences, comparing, and determining cause-and-effect relationships" by engaging in play activities.

Cognitive principles underpinning play

We may learn about how performance knowledge is formed and how it is transferred and altered from one performance to the next by examining the performance process. Children must structure their comprehension of any game in terms of making decisions and solving issues - they must decide on the next move while adhering to the game's structure. During the game, individuals must constantly match their own actions with those of the other players. They must also remember the song's rhythmic motions and melody while this is going on. They must also adhere to the game's rules. Clearly, this necessitates a level of complexity in cognition that few other classroom activities can match.

Playing in the classroom provides a number of crucial benefits:

• Children develop a variety of performance skills through play, including musical skills (singing, playing instruments, composing), dancing skills (movements), theatrical skills (imitation, action, characters, moods), and physical strength (fast clapping and drumming, sense of direction).

• Playing, especially musical play, engages and develops senses and sensibilities, which are crucial for musicianship. Through the performance of rhythmic patterns, sophisticated dance techniques, characterization, imitation, singing, and improvisation, skills are acquired in play. Physical coordination, kinaesthetic sensitivity, tone acuity, aural perception, and theatrical abilities are all important.

• Play encompasses a wide range of disciplines, including music, dance, theatre, society, culture, history, and politics, as well as components of other topics like mathematics, language, and science.

• Play promotes a creative mindset, imagination, and the ability to connect with oneself and others.

• Musical activity allows the youngster to experience a metamorphosis in his or her imagination. They can be whoever they want.

• Play has a calming impact. The youngster can work through personal issues through play and imagination. Within the sense of collective connection, play provides an emotional outlet.

ELEMENTS OF PLAY

• There are aspects of surprise and challenge in play.
• Play is a combination of a method, an attitude, and a structure.
•  Play is a voluntary and unifying activity that is an important aspect of the socialization process.
• Play creates a safe environment for socio-historical commentary.
• Participants rate the aesthetic quality of the game.
• It reinforces societal roles through play.
• Play is a mental and emotional state of being.

Genres of play and games

• Games involving clapping and body action

The way players challenge and surprise each other, as well as test and demonstrate physical power while performing musically, are important factors.

• Singing and clapping games

You can play this game either standing or sitting. A difficulty is a key component here. Different players must unite and change their clapping patterns in increasing tempos, attempting to synchronize their clapping patterns. Singing is included in every handclapping game. In any singing game, concentration and synchronization are crucial aspects that will keep the players together.

• Passing game with stones

A stone is passed on the beat while everyone sings the song while sitting in a circle. A child who is slow or who cannot feel the beat will have a pile of stones in front of them. The importance of the rhythmic movement of passing the stone cannot be overstated.

• Playing with your feet

There are dancing songs that contain elements of play all over Africa. People's perceptions and categorisation of the performance are influenced by the aspects (teasing, humour, and unexpected interactions, taking turns).

• A musical-dramatic performance

A story is being played out, or a culturally significant activity is being reproduced through gestures in the play. The song's lyrics provide a lesson about behaviour and relationships, instructing children on how to behave.

                    

In study unit 2 I learned that music education provides unique opportunity for addressing educational goals that are inclusive. Although the focus of this module is not on inclusive education or special needs in general, it is important to remember that, even if you teach in a mainstream school, your students will have a variety of needs, and some of them may have unique needs in terms of learning strategies, movement abilities, traumatic or adverse childhood experiences, poverty, attention deficit challenges, dyslexia not yet diagnosed or in a mild degree, or may fall on the autism spectrum.

Music elements are the fundamental components of music. We may make music by merging the different elements. Tone is a distinctive music element that gives music its distinct sound and allows us to distinguish between music and noise.

THE BASIC ELEMENTS OF MUSIC

Duration

The duration of a tone is the length of time that a sound lasts. Some sounds are extended and continuous, while others are short and fleeting. Beat, accent, note values, meter, rhythm, and pace are all durational concepts.

• Rhythm

You can make a rhythm by combining note values (tone lengths). The rhythm is usually depicted in the words of a song.

• Tempo

The term tempo refers to the music's speed and how quickly the beat moves; in other words, fast and slow.

• Beat

The heartbeat of music is also known as the beat. The rhythm in music, like the beat in your heart, is constant. When we listen to music, our feet normally tap the beat of the song.

• Meter

Beats are typically divided into groups of two, three, or four. This is referred to as the meter in music. Listen for the accent (loudest sound) in the song to determine the meter. Accents are typically placed on the first beat of groupings.

Pitch

Pitch refers to how high or low something is. A MELODY is made up of high and low tones that are sequentially ordered. When youngsters sing songs, it is quite beneficial if you can demonstrate the contour (pitch direction) with your hands.

Intensity

The dynamics, or how loud or soft a tone is, are referred to as tone intensity.

Quality

Every instrument has a distinct sound that is unique to that instrument. The tone quality is the term for this. If you close your eyes and hear someone playing the piano, you will instantly recognize it as a piano due to its distinct tone quality.

Texture

The thickness or thinness of sound is referred to as texture. When you hear a lot of instruments playing at the same time while listening to your favourite song, we say the texture is thick. Because only your voice is heard when you sing to yourself in your chamber, the texture is thin. Solomon (2000) distinguishes between different forms of singing and their effects on musical texture.

Types of music activities for Foundation Phase

• Body percussion
• Musical games
• Singing
• Instruments playing
• Composition
• Music listening
• Conducting

During the foundation phase, art integration is not a waste of time. Art integration improves general knowledge while also creating a better understanding and enjoyment of the fine performing arts. Art integration is also an element of art education, since it helps students comprehend music and art better. Even outside of the classroom, children may get an understanding of the art. New concepts and abilities are found. Children are introduced to musical and artistic skills they had no idea they possessed.

The many concepts concerning music integration that were presented throughout the study unit piqued my attention. There were a lot of suggestions, and they were all great. They're ideal for foundation phase students since they're more intelligible and give more information on music and art.
 

1. ZPD described as "the distance between the actual developmental level (stage) as determined by autonomous problem solving and the level (stage) of potential development as determined by problem-solving and the level of potential adult and peer support"
2. ERICKSON

• If our students are to feel safe, appreciated, supported, and cared for in our classrooms, connections are essential. As a result, some understanding of learning and developmental theories that emphasize and support this is also required.

PIAGET

• One of the most crucial factors to consider when discussing children's cognitive development, according to Piaget, is to recognize that children think differently than adults.

VYGOTSKY

• Vygotsky felt that cultural growth and thinking are mastered and transferred through symbols relating to symbols and tools such as language, counting, and writing, and that these abilities are an intrinsic element of self-regulatory capacities.

4. All aspects of a child's growth and skills for school readiness, including cerebral, social-emotional, motor, linguistic, and total literacy, are sparked by music. It aids in the coordination of the body and mind. Children who are exposed to music early in life are better able to learn the sounds and meanings of words.
5. Rhythm skills, singing skills and movements abilities
6. A vital role to play in the lives of our students in terms of giving them with adequate extrinsic motivation and encouragement in order to create sentiments of competence, self-esteem, and confidence. Because children's brain processes are mostly concrete and literal during the concrete operational stage, they may struggle with abstract thinking and hypothetical concepts. When teachers use scaffolding in their teaching, they provide support and use peer scaffolding to help students realize their full potential and gain new skills or knowledge.

In study unit 1 i learned about how music take parts on children's development, i also learned that music is a instrumental sounds or voice or both combined to produce harmony. Learners learn fast through music and it helps learners to express feelings.I also learned about three learning Theories which is Erickson's stage of psychological development,  Piaget cognitive development theory and also Vigotsky and the ZPD. I learned that it is very important for children to participate on music activities not just to improve their musicianship skills, but also to encourage their overall growth which is physical development, Cognitive development, Social development, Personal development and Emotional development

Physical development learners can be able to play instruments it can be drum. Cognitive development learners can multitask in both literacy and numeracy skills while playing particular instrument. Learners usually support and promote Social development through music  in foundation phase ( Gr R_3). Participating in music instruments with other learners, learner can can experience Personal development. Experiencing music with various mood that can lead to Emotional development.