With this in mind, and with the aid of using analysing the appearing arts topics, it will become clean that basis section instructors are advocated to encompass factors of play, to inspire creativity, discovery and collaboration and to use arts integration techniques as regularly as viable of their coaching. By using track (and appearing arts) sports as a great deal as viable with inside the basis section and with the aid of using making use of numerous arts integration sports and techniques (additionally discuss with the theoretical framework for integrating track with inside the basis section, phase 4. 3), instructors are capable of foster now no longer best social and innovative wondering abilities however growth rookies` motivation for studying at the same time as additionally studying extra approximately themselves.

 We additionally want to inspire younger rookies` innate interest and love of track and the humanities in our coaching if we need to layout sports in order to have real-lifestyles fee for those rookies at the same time as selling holistic development, non-musical studying and private and social wellbeing. Metacognition is an vital a part of the studying manner as functional mirrored image allows students (and rookies) to now no longer best consider their behaviour and experience, however to additionally determine what to do with those reports, to decide how sure abilities should advantage them, decide a way to enhance their coaching, and a way to enhance the studying reports in their rookies which will meet their wishes.  If we train in a compassionate way, take the wishes of our students (and rookies) into attention and foster compassion amongst rookies, we make contributions closer to a studying surroundings wherein they could broaden emotionally, intellectually and socially at the same time as additionally experiencing achievement and intellectual stability.

Any music you listen to in class must contribute to your class goals.  Include a variety of teaching and learning activities in your class (plan classes in which students listen only to music and play instruments, not teachers only).  Instead, ask questions that encourage students to find answers. Let students learn from each other while the teacher acts as a facilitator.  Consider the type and method of assessment you will use for each activity in Lesson. Follow instructions for example answer questions; Work in groups to answer questions. Perform dance moves. Play the game - All these instructions should be detailed within the framework of the teacher activity and assessment Types and Strategies for each action. Well-planned lessons naturally progress from low-level to high-level thinking. We encourage students to exercise free movement, free play and simulation at the introductory level (Bloom level 12). Finally, we want students to demonstrate their understanding through the arts by creating and presenting works of art, musical performances, or theatre performances (Bloom Level 6).

Assessment has become a term that often causes fear and anxiety because students do not like the idea that they are being evaluated. These insecurities, in turn, impede learning and academic achievement. Because students need to feel safe and comfortable in order to succeed in their learning. The assessment is a means of determining whether instructional objectives have been achieved and allows teachers to monitor student progress. The assessment should be used further as a tool to aid the learning process (Rossouw & Delport, 2016b) and should not be viewed as a tool for making judgments. Effective assessment allows both teachers and learners to track progress, as well as identify skills/concepts for improvement, remediation strategies, and next steps in teaching and learning. Without feedback from the assessment, teachers and students would not be able to improve their knowledge and skills. It is important for teachers to be transparent about their grading strategies so they know what to grade and how to grade them. The assessment should also be used as a means of motivating students to reflect on and improve their own learning (Odendaal, 2016; Rossouw & Delport, 2016b). Assessment should be a means of monitoring a student's progress, especially in the early stages, and should be an integral part of the overall teaching and learning process.

Van Vreden (2016) emphasizes the importance of continuous assessment at an early stage to continuously monitor various aspects of the learning process and student progress. “Teachers need to know how learners are following instructions, how learners answer and answer questions, and adjust their teaching accordingly. “Musical behaviour can be overt (which others can observe) or covert (internal and private). The overt behaviours most often developed during the establishment phase are singing, moving, playing, reading, discerning, criticizing, and making. Developing a method to measure overt behaviour involves observing what students are doing and measuring their performance using musical standards. Latent behaviours include listening, thinking, perceiving, discerning, recognizing, imagining, feeling, and judging. When developing methods to measure latent behaviour, teachers must consider what is happening mentally and emotionally (Campbell & ScottKassner, 2014: 344)” (Van Vreden, 2016, p. 212). At first, the teacher also asked, “What did you like about the presentation?”, “What would you like to do differently?”, “What are some suggestions for possible improvement. Ultimately, we should use assessment in a way that does not stress students, but rather in a way that encourages students to develop critical, reflective, and trans- cognitive thinking skills.

Things to consider when designing a rubric:  Depending on the type of learning activity you are evaluating, you should choose between a holistic rubric or an analytic rubric. When developing a rubric, decide which evaluation criteria to give more weight to (for example, in a lesson plan, each phase of a lesson and teaching and learning activities weigh more than the lesson results. Body percussion when evaluating student performance for exercise, other types of body percussion can carry more weight than if the execution was completely correct (especially for lower grades). Be clear about what you are looking for in terms of accuracy and variability. Leave room for consideration of students' individual abilities during the assessment.