I gave this question a lot thought and the best way to unpack my story about LSKM 221 is to use a quote by Robin Sharma and since I started my blogging journey with Robin I would like to end with him; so he said quote “All change is hard at first, messy in the middle and so gorgeous at the end," that’s exactly how my introduction with this module began. 

While music is an important aspect of my personal life, understanding the elements, concept, and theoretical framework as compared to listening to and enjoying certain music genres was extremely hard for me at first. As I progressed through the module and just when I thought aha! I cracked this it became messy again. As I look at the module as a whole, and how gorgeous it came together, I am excited about Performing Arts and Music.

What did you learn from your individual reflection?

By taking a step back and reflecting on the module and how far I've gone, I was able to analyze and assess what I had learned and what I still needed to learn; hence, I value individual reflection since it is empowering and effective method of learning.

What did you find challenging?

Because I was experiencing this facet of Music for the first time, I found certain things, such as the components and elements of music, tough. Furthermore, I believe that I will require a great deal more practice and knowledge in this area.

Did you find the individual reflections meaningful? Please motivate your answer.

John Dewey famously said “We don’t learn from experience. We learn from reflecting on experience.” Research advocates that ‘reflecting” may be the single most essential source of personal professional development and advancement. It is also an essential means of connecting theory and practice; via reflection. Reflection, during a person's practice, involves more than just looking back on past acts and events, but also examining emotions, feelings, actions, and reactions and applying them. (Making Teacher Reflection Meaningful | Education World, 2021). Therefore, in light of the empirical research conducted on the importance of reflection in education, it is evident that "reflecting" on what we learn is a vital process that is not to be overlooked.

Reference:

Educationworld.com. 2021. Making Teacher Reflection Meaningful | Education World. Available at: https://www.educationworld.com/making-teacher-reflection-meaningful  (Accessed 7 November 2021).

What would you change if you had the opportunity in future?

The collaborative reflection:  As a distance learner with a full-time job and many B.Ed subjects that are equally demanding, I found that I did not have the time to offer my peers more meaningful feedback; similarly my peers, also just commented for the sake of getting a mark. Therefore, I would not include this as an option as it was time-consuming and meaningless.

Please share what you would change in the LSKM 221 module if you had the opportunity.

What did you find interesting and meaningful?

I found most of the module interesting and I particularly found the theoretical framework concerning the importance of music, its holistic benefits, how it can be integrated into all the subjects and how it could be used throughout the day.

What challenged you, and what do you still struggle to understand?

The elements of music challenged me and I still struggle to understand some of its components.

What didn’t you find valuable for your future teaching practice?

Honestly, I found everything valuable and will use most of it in my future practice.

THE END!!!

WAIT!!!

and Happy Holidays!!!! 

Hello, my fellow bloggers,

 Oh yes! the countdown has begun and I am super excited that amidst all the late nights, load-shedding, scorching weather and the tons of coursework that never seemed to want to end, I am sitting and typing my almost final blog yaaay... (smiles). 

Quote "The Human Spirit is Stronger than Anything That Can Happen to It"  alas that is so true in the midst of all the mayhem I felt that I was not able to cope but here I am counting down, overcome with Zhen, feeling like I'm unstoppable again! In that spirit here's my input on SU5:

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

The reason assessment is neglected in Performing Arts and Music in the foundation phase is based on the fact that the importance of these subjects is not recognised as any traditional subject.  Furthermore, these subjects are more effort-based and therefore the standardise structure that is usually the criteria used for assessing other subjects where outcomes are clear and concise does not necessarily support assessing Performing Arts and Music. Additionally, owing to the lack of focus placed on Performing Arts and Music as a holistic benefit, teachers may have a negative view of these subjects and thus may not find assessments necessary.

Moreover, performing arts and music subjects require equipment that can be costly, thus schools may not see the need to invest fully in these subjects. As a result, teachers may not have the support needed and may lack the experience and knowledge needed to fully facilitate and incorporate arts as a subject that needs to be developed due to its holistic benefits, consequently thus results in these subjects having sub-standard priority and neglected or non-existent assessments.

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

The best way to approach this concern would be to address HOD’s and other strategic stakeholders by facilitating a workshop.  The workshop would provide statistics that would substantiate how these subjects when integrated with other subjects are able to holistically benefit the learners. For this workshop, I will also create fun and engaging activities the HOD and stakeholders could participate in and experience and I will also take this opportunity to model to them how to integrate the Performing Arts and Music in other subjects.  Furthermore, I will introduce the need for assessments and how they could help teachers benefit by using these assessments to support other subjects.

That's me in a nutshell on assessments... 10,9,8,7,6,5, got to go... catch you in the final...

We are almost there!  just typing those words feels fantastic! I am not sure about all of you, but, this year has been awfully challenging and I am looking forward to everything that spells out  DOING NOTHING except breathing.  Hello everyone, without much further ado I shall get into SU4. Here is my input.

Some people might say that arts integration is a waste of time in Foundation Phase education. Please explain how you would respond to such a statement by explaining your view on arts integration in the Foundation Phase.

Honestly, before this module, I may have not understood the need to integrate arts over all the subjects in the curriculum, however, now that I have a more clear understanding of the benefits of integrating arts I would definitely disagree with this statement.

Integrating arts is a fun, engaging, and intriguing concept that keeps learners involved and curious about learning. Arts have the ability to assist learners who lack self-esteem and may be hesitant in expressing themselves in a non-intimidating manner. Furthermore, gifted learners might benefit from arts integration since they are provided with a platform that supports the stimulation they may require. Learners who find a topic boring may usually be stimulated by the power of music to become enthusiastic about the topic that is being presented through music.  Additionally, if some of the content is presented in the form of a catchy tune or lyrics it will assist learners who struggle to memorise as they learn the song and lyrics. 

When learners are moving to a specific beat or following certain dance steps not only are we physically developing the learners we are also able to teach them to focus and follow instructions.   Hence, in my opinion, integrating arts/music forms an essential aspect in the Foundation Phase and it should be encouraged.

Which aspects of study unit 4 did you find the most interesting and challenging?  Please use the following prompts to reflect on your experience:

• What did you find interesting? Please explain why.

I thoroughly enjoyed some of the theoretical frameworks which highlighted the effects on how music has the ability to enhance, capture, emotions and memories.  I also found the activities that were presented interesting since it gave me more guidance on how to use for example body percussions and so forth.  Furthermore, being able to be creative and effective was the most interesting aspect of SU4.

• What did you find challenging? Please explain why.

The aspects that I found challenging relates to the technical aspects such as counting beats and rhythm and so forth and the reason I found it challenging is based on the fact that I was never exposed to music as in-depth as this.

                       Until Next Time          

& hello everyone its great to be back...

This is what I have been up to interestingly enough all I have been up to is work and work and more work!   I spend a  total of 36 hours at work this week which included training sessions and a parents meeting which left me looking like and feeling this ...

And then there it was heritage day celebrations @ school which is supposed to be a fun event and an opportunity to unwind right? wrong!!! turns out that an educator will never have the opportunity to unwind since you have to organise the event, take care of the decor, the food as well as ensure that all the parents received the memo that learners have to dress up and if they haven't, you have to arrange that too. Oh! and don't forget to CLICK, SNAP uhuh take pictures to share on the school's Facebook page and on the parents WhatsApp group.  So in the end the most fun a teacher will experience is a feeling of total exhaustion.  They say what you focus on is what you get, so enough of this complaining and let me focus on breathing, abundance and answering the questions on SU 3

Why were some learners uncomfortable?

Perhaps they couldn't grasp the tune or they didn't know how to dance to this music genre or felt shy.

Can you think of ways to address these issues in the future? what will you change?

I would use the following strategies 

• To create a safe and welcoming environment where learners feel free to express themselves and to participate
• Making use of groups will be a great way to support shy learners and using music that appeals to most of the learners.

How to can we accommodate diverse learner profiles?

In my opinion, accommodating for diverse learner profiles in a classroom begins with the educator who understands and accepts that all learners are unique, come from varied backgrounds and definitely have varied musical backgrounds.  Furthermore, as a teacher I will make use of popular music and encourage learners to create their own music for example rap and hip hop moves so that all learners have fun in the creative process and they also feel that they have contributed to their own musical ideas.  Furthermore, when introducing a new music genre that may appeal to a certain group of learners in order to get all learners to be enthusiastic and happy/curious to participate I would introduce this type of genre in a fun way.

I trust you enjoyed my segment on how to organise a function, about having fun and unwinding, working 36 hours, how to look for parents evening and how to breathe, focus and SU3... bye... wait...

... Oh no you guessed wrong !!! it's not Slim Shady,!! it's me!  blogging to you on this fabulous Sunday 5 September at 8:43 pm. A quick glance at my week thus far, besides working slavishly through my course content as I was driving to work I noticed the most beautiful spring blossoms and that sent my heart and mood right up there, I found myself smiling a lot more and even singing  "Spring is in the air, Spring is in the air, Oh, oh, oh, oh, uh" yep I can sing (hehe)... Alas, the winds of change (in the season) is blowing and I am looking forward to a beautiful summer .... can't wait...  before I get blown away, here are my responses to the questions posed for SU2 

Q. As a Foundation Phase teacher, you have to choose between using indigenous African, Western Art music or contemporary commercial music (including popular music and film music) in your classes. Which would you choose? Please motivate your answer.

As a Foundation Phase teacher, I would be adventurous and try to incorporate all of the music genres in my class as this will promote diversity and inclusivity. In addition, research shows that incorporating music into the classroom decreases anxiety and tension while also allowing learners to express themselves creatively. However, because indigenous African music may necessitate more musical expertise, such as understanding the beat and pronunciation and on the contrary Western Art music is a more Eurocentric music genre and this may only appeal to a few learners. Hence, I will use contemporary commercial music, because it covers a broad musical spectrum, is current or modern, and addresses current issues that appeal to a current audience. 

Q. Do you think the examples and content offered in SU 2 are inclusive? Please motivate your answer.

I do believe that the examples provided in SU 2 are inclusive, since it encapsulates all the different music genres and also the different techniques used which reduces barriers and it also caters for everyone’s unique talents, needs and everyone’s interest is supported.

Q. What suggestion 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

Being a novice at music I find it challenging to respond to this question since I was enthused by the way in which music could be used and presented in a lesson. However, my suggestion would be to include a warmer for example a high energy 3-minute music dance intro to the lessons will get learners excited and create a more fun and relaxed atmosphere.

that's SU 2 done and dusted and I'm off to a  busy week  ...

#Intro

"Simplicity! is a trademark of a genius," Robin Sharma said that, so being the 'genius' that I am I'm throwing myself right into this... I actually didn't want to become a Foundation Phase teacher!!! Yip!! you read right, the Universe guided me right into this career, I'll tell you why in a bit.  Hellow, fellow teachers my name is Bibi Loonat, I am from Rustenburg and I am passionate about making a difference and that's the reason why I  want to become a Foundation Phase teacher.  To make a difference!  in the lives of the learners, I am teaching and the Universe is spot on!  LSKM 221 feels 'alien' to me right now, I guess it's like they say in the movie Star Trek "the beginning of a new frontier, where no (wo)man has ever been before", yep that's me. and LSKM 221.  My expectations about this module are based on my own expectations and I best manage that, so at the end of this module, I would like to first pass this module and at the same time be able to plan creative, exciting, and fun music activities for my learners that would develop them holistically.

#Part 1 

It's Friday the 13th, 09h30PM and I am exhausted, I had a very challenging week with lots of jump-scares and I would have preferred just munching on PoP corn and watching a scary movie wait!!!! I forgot I am a distance learner isn't that scary enough.  Having a very demanding full-time job and studying a very demanding course like B. Ed Foundation Phase with soooo many modules and soooo many requirements leaves me tired just thinking about nothing.  

#Part 2

They say "if music is the food of love then play on," I say if music is able to holistically develop a learner then let's play on.  The content that grabbed my attention and is inspiring, is the way music is able to support the learners cognitive physical, social, personal and emotional development and at the same time, they are able to experience learning/developing through fun musical activities and that is the keynote. 

#Part3 

Vygotsky's Zone of Proximal Development (ZPD) refers to the area between what a learner is able to achieve on their own and what they are able to achieve with assistance. ZPD provides a setting in which social interaction with a more experienced peer or adult (teacher) fosters learning.  It is the area where a learner is able to practice a skill or task with supervision.  ZPD guides teachers to assist learners in becoming more successful at learning. 

Here's me standing on the shoulders of giants unpacking what I understand of their great research and findings:

Erikson's Psychosocial development: Erikson believed that personality develops sequentially through eight phases of psychosocial development, from infancy to maturity. Throughout each stage, the child goes through a psychological crisis, which can have a good or bad impact on their personality and it can either positively or negatively impact their development for example if they experienced a sense of fear during their development this may create a learner who lacks the confidence to explore and make connections. As a foundation phase teachers using psychosocial development in the classroom I can create a secure atmosphere in which each learner feels valued and confident to explore new information and make new connections instead of them allowing fear to hinder learning.

Piaget's 4 Stages of Cognitive Development; Sensorimotor Stage birth to 2 years, Preoperation Stage ages 2-7, Concrete operation stage 7 to 11, Formal Operation 12 to...: His theory seeks to comprehend not only how children acquire knowledge, but also the nature of intelligence. Piaget believed that children actively participate in the learning process, behaving much like tiny researchers as they conduct experiments, make observations, and learn about the world. As children engage with their surroundings, they constantly acquire new knowledge, expand on current knowledge, and alter previously held beliefs to fit new information.  As a Foundation Phase teacher, I will use Piaget's theory to become more active in my learners learning journey, to encourage them to be active and stay engaged in their learning experience. Additionally,  I will use his theory to plan and use strategies that are aligned to their age.

Vygotsky Zone of Proximal Development: As a foundation phase teacher I will use a scaffolding strategy to assist learners in their ZPD  by giving learners clues and cues during the lesson to help them until they are able to master the skill.

Confidence! What confidence! What I need is Godfidence to steer me through this journey of musical discovery.  As matter of fact, I serendipitously make use of music to a great extent in the classroom. Whilst working through this module the golden nuggets of using music is unfolding; Alas! I am sure I will be able to gain the confidence to use music more effectively and more explicitly to derive greater results for my learners.

Hmm, Music or Physical Education? right now considering that I am a novice with this concept of using music to promote learners holistic development,  I would choose Physical Education. I am confident with the theoretical framework and my ability to use physical education to promote holistic development.  Furthermore, I have been using music as my secret sauce during physical education to add a dimension of fun and excitement; Pssst... shhh... that may just change, as soon as I have mastered using Music instead to develop learners holistically. 

This is me signing off... until I blog again...