Music determines the totality of human beings. Music is a powerful tool to determine conservation, growth and transmission of cultures of various societies and form part in all activities. South African primary schools have less than adequate music and other arts education programmes. Some of the problems identified include; teachers perception of low confidence and competence, lack of resources, time and priority to implement an effective music programme resulting in the marginalization of music education and programmes in schools. Some of the challenges facing generalist teachers include; lack of knowledge and skills about the syllabus requirements, lack of time to prepare music lessons, not enough time in the teaching day, lack of priority for music, lack of personal musical experience and lack of adequate resources. Teachers do not knows exactly what to assess, the lack of expertise on the subject of the assessment, fear of the assessment because they don’t know what to assess and they lack the expertise skills.

Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding. I would address this with the HOD by simply pointing out a few points on the importance of assessing music firstly, the students have an opportunity to reflect on and demonstrate their thinking. By trying to identify their sources of evidence, the teacher better understands where their difficulties arise and can alter their teaching accordingly and lead the students toward better understanding of the concept music. As much as learners love music and move and dance to the rhythm of the music, teachers should take music seriously and that they should not take music lightly in the foundation phase classroom. Teachers should go to workshops to expand their skills in teaching and learning music, so that they can transfer the knowledge to young learners,