I've really been getting into this whole blogging thing, I guess in a way it makes me feel like I am learning more about each study unit and the entire subject every single time I make an entry, but anyway, let's jump right into it...

Listening and Responding to music:

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.

If I had no other choice than to choose, I would choose contemporary commercial music, because it will be popular at that time, making it ever-changing along with the learners and their ages and what is considered responsible at that time, they will know the songs, because it will most likely come from their favourite movie or show, or they might have just been hearing it on the radio, as it will be popular. If I could choose not to choose, then I would teach both Indigenous African music, Western Art music or contemporary commercial music, because I believe all of them to be important in a learners experience with music lessons, as through all of them, it will teach them about our cultures, traditions, history, and still combine with the popular, which the learners can relate to at that stage in their life.

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

No, because it does not include enough options to make sure it relates to any and all people, it just simply, in laymen's terms, explains music as it would be a subject, meaning, it would teach you about all the music notes, tones and textures, etc. but it does not necessarily include enough options to be put out there as a study unit that delivers to all cultures and people who obviously differ.

3. 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.

Inclusivity means that its content serves, and resonates with many people with varying characteristics. This study unit does not fully qualify to be inclusive, because I believe that it cannot exactly relate or resonate to any and all people, it does not for example cover other genres of music, or even all the options of activities that learners could do in a music class. I feel that more activities of different aspects in music could be given, to make it more inclusive, and also more genres of music, so that every learner in the class feels like their traditions and cultures are covered in the music classroom, and not just some.