Good evening my fellow students                                                 

I can believe its time again for another blog.  I really enjoyed this one.  I loved the Bhombela song and thought it is a great way to expose our learners to different languages, sounds and rhythm.  I loved the way the learners at the Eisteddfod played their rhythm sticks and sang the song.  It was even great to see the choir in the church sing the Bhombela song what a lovely rhythm and melody.  

I think it is important for learners to be exposed to all types of music so that they can decide for themselves which kind of music they enjoy.  It is also important for them to learn about each other’s cultures and languages.  I think the most important thing to do when teaching a song that is not in the child’s language of learning is to first play the song and then explain the sentences in the language of learning sentence by sentence.  It is important for younger children in the foundation phase to be given pictures in the form of flash cards or a video so that they can sing along and even dance to the music while they listen and learn the words.

With regards to the scenario, I think it was a lovely game for the learners to play and sing.  It is interesting to see how a game can also be incorporated into a music lesson.  the learners were able to work on their language, hand eye-coordination and patterning and spatial awareness as they pass the stone along in the circle. 

I looked up Amapiano songs and saw how beautifully African children are able to move and how rhythm flows through their bodies.  They are like live electrical wires and the music flows effortlessly through their bodies as they move to the beat and rhythm of the music.  I wish I could dance like that.  Unfortunately, most westerners have limited rhythm and find it difficult to move to the music.  I remember being and still am one of the learners whose rhythm is always on load shedding mode.

I think just because not all learners enjoy to dance and listen to Amapiano songs it’s still important to share them with our learners because they need to experience all forms of music and dance and not be stunted from such experience just because their teacher and some learners are not comfortable with it.  I am sure that if the learner who went up to the teacher and expressed her concern about dancing infront of the boys would have the same concern with most songs both African and western and the teacher would have to adapt part of her lesson for her or allow her to sing rather than dance if she is uncomfortable dancing in front of the boys.  I think that if the teacher had explained the words to the boy who did not enjoy the song because he did not understand the words, he would have enjoyed the lesson a lot more.

What possibly made some learners uncomfortable during these activities?

They were not used to the type of music in the scenario and I think that sometimes some learners are led to believe that that is the type of music that some learners listen to a clubs or shebeens.  It all about education our learners and getting rid of mindsets and stereotypes.

Why were some learners uncomfortable?

The two learners were uncomfortable because they did not understand the words of the song and therefore were not sure what they were singing and dancing about.  If the teacher had explained the words in their language of learning I am confident that they would have been more comfortable because learners in grade 2 love singing, dancing and moving their bodies to the beat.  I do think that some children like Muslim learners or Jehovah witnesses may come from a home where dancing is frowned upon therefore if the teacher is made aware of this, she can adapt that part of the lesson and the child who is unable to participate can sing instead of dance or just watch.

can you think of ways to address these issues in the future?

I think the teacher should explain the words of all the songs to the learners and teach them some basic moves to the music so that if they are not accustomed to such that particular music and dance, they can still join in if they choose to do so.  It is important to expose learners to everyone’s culture, dance and music with the option of joining in.  No child should be forced to join in if they are uncomfortable doing so.  They can be asked to sing if they are unable to dance.  If they are unable to sing the words due to personal beliefs and religions then they can just watch.

What will you change?

I would plan the lesson to allow for learners who do not want to take part to maybe just sing or draw a picture of their peers taking part in the lesson.  I would even give them my cell phone and allow them to video tape their friends dancing or take some photos for the classroom music wall.

How can we accommodate the diverse learner profiles in our classrooms?

As stated above I would give them an opportunity to take part in a way that they are comfortable with.  Because we all come from different backgrounds there will be a time in all learners lives during their music classes that they do not understand the words or dance as they are not accustomed to it.  It is important for all learners to become aware of each other’s cultural and religious differences and embrace and respect those differences without feeling threatened by them.

What must we be aware of?

We need to be aware of how the music and movement in our lessons make our learners feel.  It is important to always make our learners feel safe and secure in our care and no learner should be made to do or take part in an activity that they are uncomfortable with.

I look forward to catch up soon.  Good luck with the next week and stay abundantly blessed.