• What could the possible reasons be that assessment is neglected in Performing Arts and Music in the Foundation Phase?

• 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.

• Please explain how you would advocate for and heighten awareness about the importance of assessment when speaking with your HOD about your concerns in this regard.

• 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,

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? 

1. In my foundation phase classroom I would choose contemporary commercial music. The contemporary commercial music include genre such as music theater, pop, rock, gospel, R & B, soul, hip hop, rap, country, folk, experimental music, and all other styles. I believe we need to move on with the times as we in the 21^st century and integrating and accommodating other genres such as rap, gospel, pop or rock music in the classroom, it’s beneficial to the learners to know and learn contemporary music, so that learners should be exposed to versatile music. Different genres of music I believe they make an impact on the learner’s emotion and feelings for example, when we listen to sad songs; we tend to feel a decline in mood. When we listen to happy songs, we feel happier. Upbeat songs with energetic riffs and fast-paced rhythms (such as those we hear on the radio and television) tend to make us excited and pumped up. I have observed young children such as 5 to 10 year old enjoy contemporary commercial music, they even sing to the music. Film music is important to the learners because I believe that it teaches learners patterns of development for example musical themes are often repeated, establishing motifs, and parallels, such as lyrical content, Tempo (speed), Instrumentation and volume to mention a few. Film music guides the audience and invokes the emotions behind the film's story, the action and the words. Music in general is life. Imagine a world without music; we would be a boring nation.
2. Do you think that the examples and content offered in SU 2 are inclusive? Please motivate your answer

My answer to the inclusivity on the study unit 2 is  yes and no. I have read the content and I believe in South Africa we have 11 official languages. No, in a way that not all music type of language is included in the unit so for some learners who come from different background will be a hindrance, yes in a way that the music activities are fun and exciting but also a problem to the handicapped or learners suffering from stiff body parts. Learners will learn the activities and finally they will catch up. But with language it takes learners a while to learn a new language, so listening or learning a new song is a challenge, as some learners will not feel the rhythm and the sound to be interesting and they will get bored to participate in the music activity. I am in support of the movement of the study unit 2 but the problem also will be those learners who are handicapped or have stiff muscles movement. It will be quite a challenge for them as we have to consider them.

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.

We should introduce learners to more indigenous type of such as songs in isiNdebele music, Venda music, Tsonga music to name a few. To make learners to feel the rhythm, beat and tone so that they must not get bored easily.

What I have learned in study unit 1

As I was going through the content I have learned the 3 learning theories of Erikson stages of psychosocial development, Piaget’s cognitive development theory and Vygotsky zone of proximal development.

Erikson stages development- focuses on the influence of social interaction and relationships on learning which means during these stage children strongly rely on feedback from peers, teachers and parents to feel proud and confident about their abilities and achievements. Piaget’s cognitive development- focuses on the notion that children learn by interacting with the world and that they build new knowledge based on existing skills and knowledge (prior knowledge) which means that children think differently than adults. Vygotsky zone of proximal development- is more of social interaction and language development which means that Vygotsky development draws the importance of designing teaching and learning activities during which learners can discover content and solve problems independently and together by actively engaging with new content and skills and working with peers in social contexts.  What I have learned in learning theories is that it helps to explain how learners receive, process, and retain knowledge during learning.

1. Would you please describe your confidence in your current knowledge and skills to teach music through movement in the Foundation Phase as you start your LSKM 221 journey?

My confidence in teaching music to learners is not 100% fulfilled as I am yet to learn with the LSKM module. I believe that through the LSKM modules going forward I will learn different skills and knowledge in music through movement but with my current knowledge and skills I know that music through movement is that, when children take a role part in music and movement activities, they are allowed to have relaxation, be imaginative and shake a leg around and kindle off some energy. I do believe that the discovery of music can enhance knowledge and boost practical classroom atmosphere. Throughout enlargement phase, energetic betrothal with music can bump the way the brain can procedure knowledge, enhancing the insight of language and speech, and afterwards improving the ability to communicate with people and learning to read.

2. Both music and physical education play important roles in the holistic development of the young learner. However, if you have to choose between incorporating Music education OR Physical education in the Foundation Phase curriculum to meet the holistic development needs of learners, which would you choose?

The sad part is that both music education and physical education are entangled structure. It is sad to choose one but if I had to choose I would choose physical education in the holistic development of learners, because a lively life can supply to the physical, emotional, and intellectual development of learners.  Holistic approach motivates learners to make interconnection in content, using their innovative skills. Holistic development infuses an eccentric curiosity and promotes better conversation and social skills. When a child is in good physical condition, they are capable to center on interest activities like playing with friends, acquiring knowledge of letters and sounds, and exploring the outdoors. Holistic learning places centers on physical well-being, including a well-rounded, healthy diet and approach to physical activity throughout the day.

My name is thabang lindiwe tlhaole. i live in north west, potchefstroom, in a location called ikageng. i have two chidren that i so love.  i am so excited to be part of the lskm module as i know it deals with music in the foundation phase. growing up and till to this day music has always been a part of our lifes. 

growing up i was surrounded by kids and you could just see from their eyes and body when they hear the sound of the music they just feel with joy in their heart.  i cannot wait to increase my knowledge further on the lskm module, so that i can transfer what i have learnerd through the module and pass it on to the childeren and learners.