1. Please share your story as an LSKM 221 student by comparing your knowledge, skills, experiences, abilities and attitude towards music education from the start of the semester to the end of the semester.

As a performing arts teacher for grades 4 -7, I learned a lot of things that I am already teaching to children. But because of studying FP it was eye-opening to learn and break down this knowledge in simpler ways.  Sometimes it is also challenging to take skills and knowledge that you have, but make it easy enough for others to understand, who have never learned it before

2. What was your experience of the role of individual reflection as part of the teaching and learning process? Use the following prompts to reflect on your blogging experience and the role that individual reflection played (or not) in your teaching and learning experience this semester:

• What did you learn from your individual reflections?

The individual reflections helped me to form opinions on questions that I didn't know I would even have an opinion on. It is rewarding to challenge yourself to dig deeper into your thoughts to answer certain questions that you haven't thought about before.

• What did you find challenging?

I always find group work extremely challenging, but strange enough the group work in this specific subject created a feeling of unity, whereas in other subjects I got frustrated. We didn't know each other, brainstormed really well together and ended up getting 100% for one of our assignments! Sometimes the challenges lead to victories!

• Please share what you would change in the LSKM221 module if you had the opportunity. The following prompts can guide your reflection:

I enjoyed the fact that the assignments and content were really well planned and creatively executed (Even just referring to the pretty patterns in the Word documents of the blogs and assignments).

I do like being able to download slideshows (PPT)  because I change them and add pictures and ideas to my own liking. Therefore the basic content in PPT format would've been really convenient, but I understand that that is a luxury and not necessary! 

Thanks to Ms Rina Frances for a successful semester in music!

1. 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.

The integration of art in the Foundation Phase is extremely important. It teaches children different elements contributing to different subjects such as:

• Spatial awareness
• Self-expression 
• Observing and forming opinions
• Understanding emotions (contributing to the EQ) 

2. 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 really enjoyed the factors that were discussed in terms of art integration being important in the classroom. A lot of times in schools, the art/music teachers have to "fight" for the importance of their subject as a lot of colleagues/authorities look down on these subjects. I enjoyed the facts acknowledging why the integration also needs a spot in the sun. To see that it enhances problem-solving skills, social skills and helps with the understanding of so many other subjects, makes me really happy as I am a big lover of the arts and do not feel that it should be neglected or looked down on. 

• What did you find challenging? Please explain why.

The theoretical framework. I did not necessarily find it that challenging when reading through it, but I do feel that I need to study through it again to not get confused with which "preposition" (on, through, about, from, with and in) goes with which description. I haven't heard of this framework before and I feel positive about this newly gained information!

"CREATIVITY IS BEING YOURSELF" - Anonymous

I can't believe we are almost reaching the end of 2021 at NWU. It's been a tough year in terms of studying and working. I've been trying to get to my blog post, but in all honesty, I've been neglecting them. 

In this post, questions are being raised, on the importance of assessing music/performing arts. 

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

2. 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.

1. Possible reasons for the neglection of assessing Performing Arts and music in the Foundation Phase:

- Often teachers who do not teach this subject see it as a "play" subject, carrying little/no importance

- Individuals who do not understand performing arts/music are more focused on academic subjects such as language/maths

- Less time is spent on these subjects, and thus can be seen as less important, because of the time allocation

- Educators can possibly think that this subject will not contribute to the developing learner's future

2. When discussing the importance of the assessment of Performing arts, I will lay emphasis on the following factors:

- Music stimulates a big percentage of the right brain, which will provide the learners with some balance

- This subject gives the learner confidence for future tasks in the working environment such as public speaking, brainstorming new ideas without being fearful and teaching them resilience

- Strengthens teamwork 

- Relieves stress/anxiety 

- Tests social skills

- Psychological expression of emotions (teaches learners creative coping mechanism skills)

What possibly made some learners uncomfortable during these activities?

Learners were uncomfortable because of several different reasons such as language barriers, religion (not linked to their own), and the invasion of their privacy/confidence related to sexual reasons. 

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

I think it is important to stretch the importance of understanding other cultures and languages and learn to have respect for it and understand where it comes from. With this said in mind, it is the responsibility to brief children beforehand that sometimes we need to learn from other cultures, but this doesn't mean that you ever have to agree with it or accept it as your own. You just have to learn that just like other children need to respect your culture and background, you need to respect theirs. I think "speeches" like this are very important in the foundation phase, in order for children to not develop attitudes of racism, homophobia, etc. 

To make these learners feel valued and respected, the educator must also investigate and ask them questions about what specifically made them uncomfortable and why and ask their opinions on how they think the lesson should've rather been executed. 

How can we accommodate diverse learner profiles in our classrooms? What must we beware of?

It is also the teacher's responsibility to research how to educate children about different religions and cultures, without doing something that is disrespectful to the specific cultures/religions. Before you can teach about certain subjects, you need to make sure you have knowledge about it first. 

It is also important to make learners feel as if ALL cultures in the classroom is being covered and not just certain cultures. 

What is your opinion about utilizing music games in culturally diverse FP classrooms?

I think the use of music games in any classroom is absolutely fantastic, as the different musical elements are learnt through these games. Educators can use a lot of different cultural examples for different lessons, and at first, if they feel really uncomfortable with the incorporation of certain cultures, they can use relatable and appropriate pop music in the classroom. Games introducing topics such as body percussion, clapping note values and drawing sound pictures, does not need to be limited to any specific genre. 

At the end of the day, Music is one of the subjects in school that should have some form of practical activity included, as this is the only way learners will truly understand what the teacher is trying to teach them in "theory".  

"I hear and I forget. I see and I remember. I do and I understand." - Confucius

First of all, I want to start out by saying how much the subject Music, excites me. Often, schools and teachers (not teaching this subject) see it as unimportant, because there are other work in students' lives that need more attention, such as Maths and Languages. I say this with confidence, as I am currently employed as a Grade 4 -7 music teacher.

This subject makes such a difference in the lives of these children's attention span and creative flow. It is really important to stimulate the creative side of the student. Music teaches an individual to have a colourful imagination and understand their own emotions as well as their own.  It teaches children the ability to listen. To truly and deeply listen. It teaches young ones to feel and understand different beats and rhythms. To understand pitch. Not only is it a necessary skill, but also a coping mechanism.

In study unit 1, we discuss the different theories of Erikson, Piaget and Vygotsky. Out of all of these theories I always find myself enjoying Piaget's cognitive development theory. I am very interested in the different stages of a child and have been observing children with this knowledge since starting to learn more about the theory in my first year of studies. In the Foundational Phase educators have to have to skills to work with children in the Concrete Operational Stage, a stage where  musical notation, locomotor and non-locomotor movements can be practised and listening exercises start to surface. 

"Where words fail, music speaks." - Hans Christian Andersen