Listening to music and responding to it are two different ways of receiving it. There are music ideas that aid in receiving music and can suggest which movement to do, as well as music activities or games that can be done in class to learn music. There are music components, which can be music concepts or elements that make up a song. They can also be found in music ,which are combined to make one.

Pitch, melody, beat, rhythm, and tone are all musical concepts. So, in activities, ideas may be utilized to steer the entire activity; for example, we may use pitch as a music idea and complete an exercise that requires us to identify the high and low pitch of a song and then complete the task, or we can use beat as a music concept and complete an activity that requires us to demonstrate how the rhythm of the music is performed.

• What possibly made some learners uncomfortable during these activities?

Some learners were possibly shy. Due to religious considerations, one pupil was unhappy with the usage of a Zulu song that he did not understand, while the other learner, a girl, felt uncomfortable dancing in front of guys and to house music.

• Why were some learners uncomfortable?

Due to religious considerations, a girl, felt uncomfortable dancing in front of guys and to house music.

• Can you think of ways to address these issues in future? What will you change? Yes, I will play a Zulu song and translate it for the students; but, before I do so, I will explain the song to them so that they understand what it is about. I will strive to make the student who struggles to dance in front of males feel welcome by not forcing her to dance in front of boys. I'll attempt to get suggestions from other teachers on how to deal with the matter.
• How can we accommodate diverse learner profiles in our classrooms? What must we beware of?

Distracting factors must be eliminated (seating, use of desk clocks). Assisting with cueing. Allowing for mobility in the classroom. Keeping in touch with parents on a frequent basis. Reminding students of assignments, processes, and duties by visual, audio, and textual means.

Important aspects to keep in mind when planning a foundation phase lessons

When planning a music lesson, I should include as many opportunities as possible for learners to engage with actively listen to, move to and create/perform music throughout the lesson. I should use a Caps document to guide me, and I should write a lesson plan.

What is your opinion about the value of utilising arts integration and play in foundation phase lessons?

Utilising arts integration and play in foundation phase lessons is good for the learners. It allows learners to have fun while engaging in authentic, meaningful teaching and learning activities learning within social environments and to demonstrate their understanding practically through the arts. Studying the performing art topics, it becomes clear that foundation phase teachers are encouraged to include elements of play, to encourage creativity, discovery, and collaboration and to apply arts integration strategies as often as possible in their teaching.

Has your perception and priorities with regards to lesson planning and the inclusion of music throughout your teaching and learning in the foundation phase changed?

Yes, I've learned so much, and I've discovered that a well-planned lesson will naturally go from lower to higher order thinking levels. Learners must be encouraged to engage in free play, movement, and imitation activities in the beginning (bloom level 1-2), and they must also be encouraged to investigate and reflect (bloom levels 3-5) Finally, learners utilize the arts to share their learning by creating and presenting an artwork or a musical performance in the final step ( bloom level 6). When planning music sessions, I've discovered that I need to consider how my teaching and learning activities would accommodate my students' various requirements and abilities. I need to create a teaching and learning atmosphere in which all students feel accepted, valued, and a part of something greater. I also need to design teaching and learning activities that take into consideration my students' various learning styles, musical tastes, and social and cultural backgrounds.

Art integration is a teaching method in which students use an art form to develop and display learning. Students participate in a creative process that connects one art form to another academic area while also interacting with changing things in both. Active participation in teaching and learning activities, experiential learning, real learning activities, collaborative learning, problem-solving abilities, and reflection are all aided by art integration.

When using arts integration principles in the foundation phase, we must engage learners in teaching and learning activities that allow them to draw on past knowledge in order to find new ideas and abilities and express their understanding in a practical way through the arts ( Silverstein & Layne, 2010). As a result, students can draw a picture or write a tale to express how music makes them feel.

1. Mathematics

• We can learn a lot about a piece of music by looking at the numbers. Music is split into measures, with each measure having an equal number of beats. These are the same as time divisions in mathematics. Each piece of music has a time signature that indicates the composition's rhythmic information, such as the number of beats in each measure. A time signature is like a fraction in that it has one number at the top and one at the bottom. Because each note and rest in music has a certain number of beats, they all have numerical relationships. To count the music accurately, musicians must grasp the value of certain fractions and notes.
• The fact that both music and arithmetic employ patterns is probably the most obvious link between the two. In both music and arithmetic, recurring choruses and parts of songs are utilized to explain and forecast the unknown. Mathematics is the study of patterns, and geometry, number theory, trigonometry, differential calculus, and signal processing may all be used to examine music from a mathematical standpoint. According to studies, certain pieces of music become more popular because of their mathematical structure. Pachelbel's Canon in D, for example, is more popular with people due of its repeating form, which is used in numerous weddings each year.

2. Life skills and Language

• Music, along with dance, theatre, visual arts, and crafts, is an important part of the life skills curriculum, as is a basic understanding of natural science and social science. Teachers are expected to infuse arts experiences with other curriculum components in Grade R due to the interdisciplinary approach to teaching. For example, dance and music with physical development, drama and music with language development, and visual arts, crafts, music, and dance with numeracy development (for example, to reinforce concepts of shape, pattern, time, counting, distance, direction, and size)