1. As a Foundation Phase teacher, you have to choose between utilising indigenous African music, Western Art music or contemporary commercial music (including popular music and film music) in your classes. Which would you choose? Please motivate your answer.

I would definitely choose indigenous African music. Music has a lot of benefits and I think that indigenous African music has a more special benefit. Learners in m classroom grew up and are growing up with indigenous African music. It has been with them since they were born. It speaks of their different cultures and can promote culture within children which I think is extremely important. It is something that must be kept alive. It is something that connects the old and the young as it is passed down from generation to generation. It has unique stories behind it and also has unique sounds. Indigenous African music can teach learners about diversity. It teaches learners to respect each others cultures and religions and celebrate as well as to celebrate the differences among people. Learners learn about each others cultures, religions and music. It lets learners share a piece of who they are, which builds on their self-confidence/self-esteem. Indigenous African music on its own is education as it tells stories about historical events and people, it tells stories about certain traditions and there are also songs that makes reference to the environment. The development of interpretative skills takes place when the child participates in drumming, music interpretation through dancing as well as group-clapping. Learners are able to internalise and learn different rhythms through indigenous African music. It also develops learners’ language as indigenous African music uses phrases, expressions and idiomatic language. This type of music develops learners holistically and will also be beneficial to the national economy. Learners’ career preparation will benefit as well as cultural awareness with indigenous African music. Indigenous African music could also teach learners to express their emotional state and feelings toward other. This helps learners to develop emotionally.

2. Do you think that the examples and content offered in SU 2 are inclusive? Please motivate your answer.

I do not think that the examples and the content are inclusive. With almost every suggestion or example that is made, a child with some form of disibility is left out of the activity. Little to no provision is made for the deaf, blind, physically disabled learner that you may have in your classroom.

3. What   do you have for making the content more inclusive? Please provide examples of how the content and activities presented in SU 2 could be changed or adapted to be more inclusive.

Organize activities so that there are different ways to do things that will allow all the learners specifically those with different disabilities to participate in every activity that is presented. To be more inclusive, the use of facial expressions can also be incorporated into music activities with hand gestures constantly so that the deaf learner will become familiar with certain musical elements as deaf children learn a lot by watching and doing. The deaf learner can also feel the vibration of the sound by holding an inflated balloon in front of a speaker. For the learner that is physically disabled you can let them nod their head to the beat of the music. Learners with disabilities can be assigned a moving partner that helps them to do the activities. For the blind learners, print music activities in braile. For the student who has difficulty reading, provide large visual musical instructions and read the instructions.