LISTENING TO AND RESPONDING TO MUSIC!

                                                            

Hi, Bloggers.

Rollercoaster?

Yes, these last few weeks were a rollercoaster of a journey, but I am thankful for all the challenges that is coming my way and that I can face them with the necessary strength, determination, and positive mindset.

Contrary to these challenging weeks, I am grateful for this new season: SPRING, SPRING, SPRING! My spirit is uplifted just because of the new season that has just begin, and it also means new goals, new season, new mindset for me! One of my new goals is, is appreciation, and you wonder why?

Appreciation that I have the opportunity to study, appreciation for what I am capable of doing, appreciation for all the support I receive and of course appreciation for MUSIC.

Study unit 2:

Music offers unique opportunities for addressing inclusive goals and special needs and it can be addressed through encouraging learners to engage with all their senses when engaging with music which incorporates the use of various types of movements, singing in various languages, playing different games, including various patterns during rhythmic and body percussion activities to enable all learners to experience success – and this refers to the topic of study unit 2 – listening to and responding to music.

It was interesting to gain knowledge about the different music elements which includes, duration, pitch, intensity, quality, and texture. The combination of these music elements creates different types of music on which we can dance, we can sing along to, we can play games on, listen to music and a lot more of activities Foundation Phase learners can participate in with music. I also became aware of the various instruments of the Western orchestral instruments and African instruments and the incorporation of music elements when these instruments are played.

Three of the most prominent approaches to music education placing emphasis on music and movement are those of Carl Orff who believes that all learners have an innate musical ability which should be nurtured. This approach integrates music, play dance, and speech and it also focuses on holistic development (MARX, 2018). Zoltàn Kodàly approach promotes musical development through active participation in music listening, movement and singing (Marx, 2018). He also emphasised the development of music literacy through auditory and vocal exercises and aimed to nurture a lifelong love of music in his learners. Emile Jaques-Dalcroze draws focus to teaching rhythm, structure, and musical expression through music ((Marx, 2018; Rossouw & Delport, 2016a).

It was interesting for me to know that different teaching strategies such as non-melodic percussive instruments can support the fine motor coordination and small-muscles coordination development. Music and movement give the learners opportunities to listen, respond, imitate, and use their bodies in a creative and unique way.

Body percussion activities is also an occasion where learners can develop concentration skills, creativity and improvisational skills and is also an opportunity where learners can engage with music using their whole body. Your voice is the primary musical instrument that is available to everyone. Singing together deepens children’s sense of community and introduces melodies, language, and rhythms from different cultures.

It is important for me to introduce various of cultural music and methods to my learners, as it broadens the learner’s knowledge and vocabulary. Learners learn of various cultures and traditions, and it gives them an overview of how other cultures operate and it also introduce learners to new experiences.

The examples and content in study unit 2 where very inclusive for me. Although I have a background of music, I have learned how to incorporate music in my classroom and how to present a music lesson in the Foundation Phase classroom. Music contributes to the development of children such as, intellectual-, social-, emotional development and their motor development. Music also promotes the learners brain development and language- and overall literacy. Various forms of music contribute to the learner’s development.

To make the content more inclusive I would recommend that this study unit should identify what music choice and body percussion activities is the best for Foundation Phase learners, as it is difficult to identify what kind of music is appropriate and correct for these Foundation Phase learners.

Study unit 2 was extremely interesting for me, especially to know that there are numerous of musical activities that I as a Foundation Phase teacher can incorporate in the classroom to increase the learners listening and responding skills to music and to improve learners’ developmental skills and their knowledge of music.

Until the next blog, Bloggers!