SU 3: PLAY IN MUSIC EDUCATION

In this study unit 3 I learnt that play is prevalent in many African cultures and the wider African setting, where we frequently see characteristics of play when individuals participate in music and dance activities.

There are three types of play in children’s culture

1. Tradition- The importance of rules in traditional games cannot be overstated. This style of play is set in stone. Many classic children's games include rules that must be observed and are rarely disregarded.
2. Open- Improvisation is a type of open play. Although open play involves rules, these can be adjusted based on the needs of the children while they are playing. The entire setting's structure is crucial. "Let's play at being/doing..."
3. Original- Original play is imaginative and focused on a sense of wonder. Original play is mostly a solo activity in which the player amuses himself with items, actions, and sounds.

These games, like the ones mentioned above, promote a balance between spontaneous invention and set rules. Play and games are extremely important to children. It's worth looking at the artistry with which kids play their games on the playground in the classroom.

I also learnt about the characteristics of play which is:

• Play is active
• Play is personally motivated
• Play is no extrinsic goals
• Players supply meaning to play
• Play is often nonliteral

Level of social play

• Onlooker play
• Solitary play
• Cooperative play
• Associative play
• Parallel play

The purpose and importance of play with regards to holistic development in the foundation phase

Learners in the foundation phase develop cognitively by improving their problem-solving abilities and learning about cause and effect while also growing cognitively. These students acquire cognitive abilities such as "identifying, classifying, sequencing, observing, discriminating, making predictions, drawing inferences, comparing, and determining cause-and-effect relationships" by engaging in play activities.

Cognitive principles underpinning play

We may learn about how performance knowledge is formed and how it is transferred and altered from one performance to the next by examining the performance process. Children must structure their comprehension of any game in terms of making decisions and solving issues - they must decide on the next move while adhering to the game's structure. During the game, individuals must constantly match their own actions with those of the other players. They must also remember the song's rhythmic motions and melody while this is going on. They must also adhere to the game's rules. Clearly, this necessitates a level of complexity in cognition that few other classroom activities can match.

Playing in the classroom provides a number of crucial benefits:

• Children develop a variety of performance skills through play, including musical skills (singing, playing instruments, composing), dancing skills (movements), theatrical skills (imitation, action, characters, moods), and physical strength (fast clapping and drumming, sense of direction).

• Playing, especially musical play, engages and develops senses and sensibilities, which are crucial for musicianship. Through the performance of rhythmic patterns, sophisticated dance techniques, characterization, imitation, singing, and improvisation, skills are acquired in play. Physical coordination, kinaesthetic sensitivity, tone acuity, aural perception, and theatrical abilities are all important.

• Play encompasses a wide range of disciplines, including music, dance, theatre, society, culture, history, and politics, as well as components of other topics like mathematics, language, and science.

• Play promotes a creative mindset, imagination, and the ability to connect with oneself and others.

• Musical activity allows the youngster to experience a metamorphosis in his or her imagination. They can be whoever they want.

• Play has a calming impact. The youngster can work through personal issues through play and imagination. Within the sense of collective connection, play provides an emotional outlet.

ELEMENTS OF PLAY

• There are aspects of surprise and challenge in play.
• Play is a combination of a method, an attitude, and a structure.
•  Play is a voluntary and unifying activity that is an important aspect of the socialization process.
• Play creates a safe environment for socio-historical commentary.
• Participants rate the aesthetic quality of the game.
• It reinforces societal roles through play.
• Play is a mental and emotional state of being.

Genres of play and games

• Games involving clapping and body action

The way players challenge and surprise each other, as well as test and demonstrate physical power while performing musically, are important factors.

• Singing and clapping games

You can play this game either standing or sitting. A difficulty is a key component here. Different players must unite and change their clapping patterns in increasing tempos, attempting to synchronize their clapping patterns. Singing is included in every handclapping game. In any singing game, concentration and synchronization are crucial aspects that will keep the players together.

• Passing game with stones

A stone is passed on the beat while everyone sings the song while sitting in a circle. A child who is slow or who cannot feel the beat will have a pile of stones in front of them. The importance of the rhythmic movement of passing the stone cannot be overstated.

• Playing with your feet

There are dancing songs that contain elements of play all over Africa. People's perceptions and categorisation of the performance are influenced by the aspects (teasing, humour, and unexpected interactions, taking turns).

• A musical-dramatic performance

A story is being played out, or a culturally significant activity is being reproduced through gestures in the play. The song's lyrics provide a lesson about behaviour and relationships, instructing children on how to behave.