MICHELLE DOUBELL
Good day. My name is Michelle Anneline Doubell, and I am currently enrolled in the second Bed Foundation Phase. I am originally from the Eastern Cape but currently reside in the Western Cape. I was given the opportunity to study and work at the same time which I am very grateful for. I never imagined myself as a teacher when I went to study Business Management, but when I couldn't find work in my field, I took my parents' advice and went to observe at a school and look where I am now! Three years later, I'm studying to become the person I was born to be. I observed all grades but fell in love with the learners from the foundation phase; my personality suits them best because I enjoy talking and interacting. I find LSKA 221 to be very educational, enjoyable, and enriching. This module does have a lot of content and requires a lot of time and focus, but I expect to learn new things as well as be able to do new things.
Study Unit 3
10 Nov 2021, 11:56
INCLUSIVITY IN THE MUSIC CLASSROOM
After considering the scenario, I am torn between whether the uneasiness of the learners is understandable. On the one hand I imagine it to be understandable that the one learner felt uncomfortable singing a song in a language which he did not understand and for the girl to dance in front of boys to house music which is against her religious belief. On the other hand, I believe sharing important cultural knowledge through music-making is a wonderful way for learners to appreciate diversity and bridge cultural gaps.
Diversity entails not only race, cultural background, or ethnicity but religious backgrounds as well. While learners are encouraged to appreciate cultural diversity learners should be aware of religious differences as well. A learner who feels uncomfortable in a classroom situation due to religious reasons should have the option to participate or not. The teacher should ensure a safe-, inclusive- and respectful environment where all differences are acknowledged.
Being unable to understand another language can act as a barrier and leads to misinterpretations and insecurity within the classroom. Music is an expensive language and serves as a means of communication. It is therefore acceptable for the learner to be discontented with the song choice since he cannot interpret the meaning of the song. In this case, the teacher should provide the learners with the song's lyrics in both the native language and a language that everyone can understand. This allows learners to learn about another culture and language while remaining comfortable.
To create an inclusive environment in music class the teacher can do the following: get to know the learners (cultural background, music taste), practice cultural sensitivity, incorporate diversity in the lesson plan, maintain communication, give students the opportunity to express themselves and encourage acceptance of cultural differences. The benefits of an inclusive environment: learners become more empathetic, gain a better understanding of lessons and people, become more open-minded, feel more confident and safer and are better prepared for a diverse workplace.