Introduction

My name is Lorelle Julius, I'm from Piketberg in the Western Cape. I love working with kids that why I want to be a foundation phase teacher. My passionate about making a difference in children's lives. I feel quite overwhelmed because I'm looking forward to learn about life skills and what different learning outcomes it has for my knowledge. My expectations is to become a great facilitator and a good teacher.
Within the PEI education system, music is recognized as an important component of a student’s
education. The benefits derived from the study of music are many and contribute significantly to
a well-rounded education as expressed in our philosophy, outcomes and goals. Music is
considered essential to fully prepare students for the world in which they live.
Music is a unique intelligence.
Some current researchers are moving away from the idea that intelligence is a single, monolithic
entity or characteristic, and toward a theory of “multiple intelligences.” Howard Gardner sees
music as one of several basic, different intelligences: linguistic, musical, logical-mathematical,
spatial, bodily-aesthetic, interpersonal and intrapersonal. Any or all of these can be developed. 
This is significant in general music education. Since music is, for some learners, a powerful way
of knowing, it can become for teachers a powerful way of teaching.
Music is an expression of unique thoughts and feelings.
The arts offer us a channel through which we can express our unique thoughts and feelings. 
Music and the other arts provide an outlet for human creativity and self-expression. Instruction
in the arts cultivates multiple forms of literacy by developing intuition, reasoning, and
imagination, leading to unique forms of communications.
Music is a manifestation of culture and heritage.
Music, dance, drama, literature and visual arts help students understand the people and events of
other eras and other cultures. Music acts as a bond to bring together people of different races,
cultures and languages - most important in a multicultural society.
Music can encourage communication, and can offer a non-verbal form of expression.
Music is vital to every child’s education for its inherent aesthetic, historical and cultural value. If
music is an inseparable part of our culture, then it should be an inseparable part of our school life.
Music has an inherent value.
Music is a powerful and profound symbol system, which develops critical thinking skills.
Music uses one of the most powerful and complex symbol systems in existence. It can be used for
the development of critical thinking skills in all students. 
Music encourages effort and self-discipline.
“There are so few things in life that give a child an opportunity to see the connection between
effort and success. This is the goal of all education and music teaches it best.” (Jim Kanter,
1992)
With improving quality of performance comes enhanced self-esteem. As a child begins to
understand the connection between practice and the quality of performance, self-discipline
becomes self-reinforcing. It may be then a short jump to making the connection between self￾discipline and performance in life.
Music develops responsibility and cooperative effort.
A performing music group is an ultimate team effort. The group must come before the individual. 
Playing and singing together brings harmony; not playing and singing together brings discord. 
Success requires a 100% effort. In music, the child learns about responsibility, team and
individual effort: qualities highly valued in business and all walks of life.
Music opens an avenue of success for at risk students.
Music in education provides both motivation and an opportunity for success for some at risk
students. For those who have difficulty learning, and who have experienced failure, success in
one area of the curriculum, such as music, can be a very positive, motivating experience. Those
who are potential school drop-outs due to poor grades, dislike of school, family problems, a lack
of respect for education and authority have frequently remained in school solely because of their
interest in, and commitment to the band, chorus, orchestra, drama group, painting, sculpture or
other art projects.