Blog – Study Unit 5                                                 

What aspects should you keep in mind when planning FP lessons

The aspects that a techer should keep in mind is the child’s previous knowledge and experiences to different music and cultures as well as the age appropriateness of the lesson.  The music used should be music that the child can relate to and learn to enjoy.  When planning a lesson, the teacher should also remember to plan lesson according to the Caps curriculum as well as the outcomes and assessment standards required for that particular grade.  The teacher should also ensure that he or she has the correct resources needed for the lesson.  A teacher should never try to teach a lesson without the correct resources otherwise the learners may not enjoy the lesson and therefore have a block to a particular music instrument or music genre because of the teacher poor planning.     A teacher should also make sure that she allocates enough time for the lesson as there is nothing more frustrating for a learner then when they start grasping the new skills or concepts and it’s time to pack up. 

Value of arts integration in FP lesson

Arts integration in a Foundation phase lesson making learning more enjoyable as the lesson is made more exciting and memorable through drama, music and song.  When learners are engaged in learning through music, and drama learning become more play based and relaxed and learners learn and retain what they are learning better than without it.  Performing Arts and Creative arts is integral to all learning especially for learners who are not academically inclined. 

Has my music lesson planning changed?

Most definitely.  I feel like I am more comfortable in planning music lessons because I understand the different

Study unit 4

Why should one integrate arts in the Foundation phase lesson planning and curriculum?

I think it is important to integrate the arts through performing arts and creative arts as it allows learners to grasp the concepts and knowledge that is part of the Arts integration allows learners to grasp concepts and knowledge in a creative way that allows them to use their whole body through their senses.  This allows learners to then grasp, understand and commit new information from their working memory to their long-term memory.

By a techer integrating the arts into the curriculum she is able to make teaching and learning fun for herself and her learners.  Performing arts and creative art integration into the three learning areas in the Foundation phase allows learners with ADHD, ADD, concentration and learning problems to destress and refocus.  Teaching and learning without the arts would make learning very boring and difficult for learners who are not academically inclined.  The arts allow learning to take place without the learners even realising that they are learning because they are too busy moving their bodies and having fun.  The arts are also important for learners to move their bodies.  When learners move their bodies and use their senses, they are able to retain what they have learned without being stuck sitting behind a desk all day being expected to just sit still while watching and listening to the lesson. 

In my class I love to sing, clap or do actions to refocus and energise my learners during and in-between lesson.  I believe the arts are an integral part like cement to the bricks which make up the subject matter and curriculum.

Good evening my fellow students                                                 

I can believe its time again for another blog.  I really enjoyed this one.  I loved the Bhombela song and thought it is a great way to expose our learners to different languages, sounds and rhythm.  I loved the way the learners at the Eisteddfod played their rhythm sticks and sang the song.  It was even great to see the choir in the church sing the Bhombela song what a lovely rhythm and melody.  

I think it is important for learners to be exposed to all types of music so that they can decide for themselves which kind of music they enjoy.  It is also important for them to learn about each other’s cultures and languages.  I think the most important thing to do when teaching a song that is not in the child’s language of learning is to first play the song and then explain the sentences in the language of learning sentence by sentence.  It is important for younger children in the foundation phase to be given pictures in the form of flash cards or a video so that they can sing along and even dance to the music while they listen and learn the words.

With regards to the scenario, I think it was a lovely game for the learners to play and sing.  It is interesting to see how a game can also be incorporated into a music lesson.  the learners were able to work on their language, hand eye-coordination and patterning and spatial awareness as they pass the stone along in the circle. 

I looked up Amapiano songs and saw how beautifully African children are able to move and how rhythm flows through their bodies.  They are like live electrical wires and the music flows effortlessly through their bodies as they move to the beat and rhythm of the music.  I wish I could dance like that.  Unfortunately, most westerners have limited rhythm and find it difficult to move to the music.  I remember being and still am one of the learners whose rhythm is always on load shedding mode.

I think just because not all learners enjoy to dance and listen to Amapiano songs it’s still important to share them with our learners because they need to experience all forms of music and dance and not be stunted from such experience just because their teacher and some learners are not comfortable with it.  I am sure that if the learner who went up to the teacher and expressed her concern about dancing infront of the boys would have the same concern with most songs both African and western and the teacher would have to adapt part of her lesson for her or allow her to sing rather than dance if she is uncomfortable dancing in front of the boys.  I think that if the teacher had explained the words to the boy who did not enjoy the song because he did not understand the words, he would have enjoyed the lesson a lot more.

What possibly made some learners uncomfortable during these activities?

They were not used to the type of music in the scenario and I think that sometimes some learners are led to believe that that is the type of music that some learners listen to a clubs or shebeens.  It all about education our learners and getting rid of mindsets and stereotypes.

Why were some learners uncomfortable?

The two learners were uncomfortable because they did not understand the words of the song and therefore were not sure what they were singing and dancing about.  If the teacher had explained the words in their language of learning I am confident that they would have been more comfortable because learners in grade 2 love singing, dancing and moving their bodies to the beat.  I do think that some children like Muslim learners or Jehovah witnesses may come from a home where dancing is frowned upon therefore if the teacher is made aware of this, she can adapt that part of the lesson and the child who is unable to participate can sing instead of dance or just watch.

can you think of ways to address these issues in the future?

I think the teacher should explain the words of all the songs to the learners and teach them some basic moves to the music so that if they are not accustomed to such that particular music and dance, they can still join in if they choose to do so.  It is important to expose learners to everyone’s culture, dance and music with the option of joining in.  No child should be forced to join in if they are uncomfortable doing so.  They can be asked to sing if they are unable to dance.  If they are unable to sing the words due to personal beliefs and religions then they can just watch.

What will you change?

I would plan the lesson to allow for learners who do not want to take part to maybe just sing or draw a picture of their peers taking part in the lesson.  I would even give them my cell phone and allow them to video tape their friends dancing or take some photos for the classroom music wall.

How can we accommodate the diverse learner profiles in our classrooms?

As stated above I would give them an opportunity to take part in a way that they are comfortable with.  Because we all come from different backgrounds there will be a time in all learners lives during their music classes that they do not understand the words or dance as they are not accustomed to it.  It is important for all learners to become aware of each other’s cultural and religious differences and embrace and respect those differences without feeling threatened by them.

What must we be aware of?

We need to be aware of how the music and movement in our lessons make our learners feel.  It is important to always make our learners feel safe and secure in our care and no learner should be made to do or take part in an activity that they are uncomfortable with.

I look forward to catch up soon.  Good luck with the next week and stay abundantly blessed.

Welcome to you all.  I am excited to share my ideas and viewpoint on my my LSKM blog today.  

As I have gone through study unit 2, I have learned how music is so diverse and inclusive in education.  It allows teachers to teach learners holistically.  Learners are able to use all their senses when learning about music and the best part is that it can be used in all learning areas in the foundation phase.  Teachers are able to use music games, music patters, rhythm and body percussion during mathematics, language and life skill lesson to enrich the learners learning experience.  Music is also soothing and calming to learners with barriers to learning.  Music allows learners during these lessons to feel included, appreciated and accepted even though they may not excel at the subject or in the learning area.  I have learned that the key to music is to link it to the child's interests and learning needs during lessons and assessments.

During a Math lesson the teacher is able to use songs to teach learners about patterns.  In Language learners vocabulary is developed and enriched.  During Life skills learners learn about different themes and content from the song.  During music activities learners learn without even realizing that they are learning because they are so busy enjoying the music and movement that the music allows them to express.  When learners learn with their whole body, physical, cognitively and emotionally they are able to learn better and retain what they have learned as it allows the information to be stored in their long term memory for later retrieval unlike talk and chalk teaching which usually is only retained for short periods of time.

In closing it is important for learners to connect with the music and its content.  Teachers need to select music that is age appropriate. that children are able to make a connection with and that they enjoy listening to.  It is also important for teachers to choose a variety of music that relates to all learner cultures and interests so that all learners feel valued and appreciated.  If a child feels safe and secure while they are learning they will be able to learn with ease.

SU1- Question 1  -  My individual with regard to my confident and current knowledge and skills to teach music through movement in the Foundation Phase:   I am teaching grade R currently at a government school in JHB.  I enjoy teaching music through movement in my current grade as we use songs and rhymes to sing and elaborate of the themes and topics that we teach each week.  For example when we learn about animals we may sing the song 1, 2, 3, 4, 5 once I caught a fish alive.  It is a great way to incorporate music in the form of songs and rhymes into our Math, Language, Life Skills. Fine and Gross motor skills as well as Drama and many other learning areas.  Music is very versatile and a great way to grab and maintain learners attention.  It helps learners to express themselves using their whole bodies and is a great stress reliever and it makes learning fun.  Children don't realize that they are learning with ease while singing.  Rhyme and songs help learners to retain what they learn as the tune assists the learner to remember what they have learned.

SU1 - Question 2  -  I would choose Music over Physical education in the Foundation Phase Curriculum to meet the holistic development needs of learners :  Music allows learners to develop their fine and gross motor skills as well as crossing the midline through the actions and movements in songs when learners act out songs and move to music.   Learners can do all Physical education movements and skills to music and that is what is so great about music.  Music is versatile and develops learners cognitive, emotional personal social and physical development.  Learners are able to solve problems and think creatively while using music in the background or physically moving to it.

Part 1 - The past week:   I have had a tough week this week as I have lost 3 family members this year, two of which were my parents.  It is tough at times to focus and get things as I miss them so much therefore it hard to get things done but by the grace of God I enjoy the learning proc3ess and when I start it all start to flow.  

Part 2 - Working through the study unit's content:  I learned how important music is to learning.  I have always enjoyed using it in my classroom but never thought about how diverse and inclusive music and movement can be on all learning areas and the whole development of each and every learner.  With regard to Piaget's cognitive development theory I leaned that in the concrete operational stage children have concrete, literal thought processes and struggle with abstract thinking and hypothetical concepts.  I leaned that I need to be cautions of introducing music notation too early as it requires abstract thinking skills, because I am unable to read music I am relieved that I can enjoy teaching music but do not necessary need to learn how to read and play music to teach my learners to enjoy music.  I leaned and agree that it is important for leaners to have authentic contexts and active engagement with music to  make sense of their experiences in a concrete way.  Music also allows learners to recognize and respect others cultures and opinions as they learn various music styles, personal music preferenc3es, performance styles and world views with regard to music.

Part 3 - My opinion of the value of the contents of the study unit for my teaching practice is that, I think hat the value of the content if this study unit for my teaching practice is practical and easy to understand and apply and I have enjoyed Study Unit 1.

Good evening fellow Students

My name is Fatima M. Bettencourt.   I am currently in my second year at NWU through distance learning.  I teach Grade R at a Primary School in Roosevelt Park in JHB.

I am married and a mother of three children,  My oldest daughter is 19, the second is 17 and my son is 14.  It has been difficult trying to study, work and look after a family but God is good and by his grace I am managing and enjoying the models.

I am enjoying my LSKM modules as I enjoy art and music although I am unable to play an instrument I have always wanted to learn.  I love using songs and rhymes in my class to get the learners attention and retain it.  I find music to be a great tool for learners to use their whole bodies to learn new concepts and vocabulary through music.  I love the way it can be used in all learning areas form Languages, Math, Drama, and even Physical education.

I look forward to learn more this semester and use it in my classroom to assist my learners and make learning fun and enjoyable. 

Have a blessed semester

Fatima Bettencourt