CS MACQUET-MAUREL
Hi everyone,
My name is Candice, I am a wife and mom to two beautiful little girls, Paige (7 years old) and Lexi (5 years old). I live in Kwa-Zulu Natal in a small town called Waterfall where I have lived most of my life. In 2004, I left South Africa and lived and worked in the United Kingdom for 9 years, this gave me the opportunity to travel and see quite a few places in the world. My favourite destination is Mexico, which I would happily visit again. My dream holiday would be to take my girls to Mexico and tie in Disney World at the same time. I returned to South Africa in 2013 and after becoming a mom in 2014, and being out of the job market for 6 years, it gave me time to reflect on what I wanted to do with my life. Teaching has always been interesting to me so I decided to take the plunge and enroll at NWU.
The foundation phase is where my real passion lies, making a difference in a child's life is what I aspire to do. I believe that every child is able to achieve anything that they put their mind to and by helping them figure out what their strengths are is part of my job. School needs to be a place where every child is afforded the same opportunity to learn but have fun while learning. I am currently employed as in intern at a local school and I am based in a Grade 1 class. I receive so much love from the children every day and this just confirms my decision for wanting to teach in this phase - the love that they have for life and having fun is contagious!
In my spare time I enjoy baking, cooking and spending time with my family and friends. I have always wanted to learn how to speak french and crocheting is on my list of things to learn. The craziest thing that I have ever done is gone looking for black tipped sharks whilst snorkelling in Thailand.
As the second semester starts with a barrage of information from all of our subjects, it is comforting to know that a module such as this one will bring out the creative side to our studies. I look forward to seeing what LSKM has to offer and how I am able to add music into my daily teaching.
STUDY UNIT 2 - Listening to and responding to music
5 Sep 2021, 19:17
Hello everyone,
I am back and what a week it has been! Still feeling very overwhelmed with all the work that I have to do and the deadlines that are fast approaching, I just wish there was more hours in the day!
Study unit 2 has been very informative, learning more about the music elements has been particularly interesting for me. I had no idea that beat is usually grouped into 2, 3 or 4 beats, when I listen to music I kind of get lost in the song but now I find myself identifying the number of beats that I hear The activity videos that Mrs. Francis put up for us were nicely demonstrated and I had fun getting involved myself. This has given me some good ideas on how to show my learners these different concepts.
INDIVIDUAL REFLECTION:
- As a Foundation Phase teacher, you have to choose between utilizing 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 think that all these types of music should be considered when teaching music and they all do come with their pro’s and cons, but in general most people like different varieties of music and not only from one genre. However, if I had to choose from one of the above I would choose contemporary commercial music. The reason for my choice is because children can relate to this type of music as it is what they will hear in the car on the way to work, on the t.v. at home and in the movies that they might watch. I also believe that this type of music is more inclusive and will be known and appeal to many of the children in the classroom.
- Do you think that the examples and content offered in SU 2 are inclusive? Please motivate your answer.
I definitely think that the the examples and content offered are inclusive. There were some lovely ideas offered to demonstrate the different elements of music with different instruments and you can even turn recycled goods into instruments. These sorts of ideas would great to use in any school regardless of them having resources or not.
- What suggestions 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.
A few more activities could be nice to see as you can never get enough help when it comes to this especially for me who has never taught music before, however, all in all I thought the content was very good and it doesn't really need to be changed. It was easy to understand, fun and had a lot of good ideas for us to use in our own classrooms.