MUSICAL PLAY IN THE FOUNDATION PHASE!

 

Hi, Bloggers!

Is it just me, that feels very pressured and under a lot of stress? This week I felt really overwhelmed, stressed, anxious and out of control in connection with my studies. It feels like I am never going to get done with my work and as if I am never going to come forward with my studies. Yet, I am blessed for each day and for all the support I receive, and yes, it keeps me motivated and positive.

Long weekend anyone?

I am ready for this coming long weekend, as I just want to switch off from all the negativity, stress, the world, and electronics such as my phone. I want to take this long weekend to rewind my thoughts and mindset, to feel free again by doing different adventures, and off course to spend precious time with the loved ones close to my heart. This long weekend is going to be good and well for my soul.

Bloggers may all of you have a blessed and joyful long weekend and remember there is no wrong in it to take time for yourself and to spend time with your families and friends. Stay safe and keep yourself healthy!

Study unit 3:

Play is prominent in various African cultures and the general African context, where we often find elements of play when people engage with music and dance activities. Three types of play in children’s culture are identified by Bjørkvold (1989:22-24), which includes: traditional play, open play, and original play and each play have its own elements and characteristics. It was interesting for me to know that these types of games referred to above create the idea of a balance between spontaneous creativity and established rules. Children attach a great deal of value to play and to games. The artistry with which they play their games on the playground is worth exploring in the classroom.

I gained knowledge that play deemed vital with regards to the way in which children learn, and that play reflects aspects of values and beliefs of society. Play consequently reflects and responds to various value systems as well as attitudes towards life, oneself and others, economic status and aesthetic and social values. When thinking about the value of play for early childhood and music education, it is important to acknowledge the dynamic, active constrictive behaviours that are present when children play. Within the classroom, we must include opportunities for learners to engage in play on various levels which range from free play to guided play and then to directed play.

It was interesting to see that play have distinctive characteristics such as, “personal motivation, active involvement, nonliteral meaning, no extrinsic goals, meaning that is supplied by the players, and no extrinsic rules” (Brewer, 2007). I also gained knowledge about the various levels of play such as social play, play with objects which includes practice play, and symbolic play, sociodramatic play, and Vygotsky’s view on play.

Play involves song, structured movement/dance, storytelling, musical instruments and involves theoretical elements such as characterisation tension and surprise. Play is a fundamental way of learning, engaging both the intellect and emotions. Play is a way of being and requires a certain state of mind of willingness and open-mindedness. One of the educational aims of play is to teach children certain behaviours, morals and values which are considered healthy and useful in and to the society.

I have gained a new dimension of play and found it remarkably interesting that learners can develop cognitively by developing their problem-solving skills and learn about cause and effect while also experiencing cognitive growth. Play can make important contributions in the class such as, learners must work together, creates individual discipline, facilitates a creative spirit, imagination and relate to self and others, undergo an imaginative transformation, therapeutic effects, develop a range of performance competencies, involves, and develops senses and sensibilities, and play involves a multitude of dimensions. Play involves a state of mind and disposition, play contains elements of surprise and challenge, play involves a process, attitude, and structure, play is voluntary and unifying, forming part of the socialising process, play involves aesthetic quality judgement by participants, play creates informal space for socio-historical comment, play reinforces societal roles, and therefore play is especially important in the Foundation Phase classroom.

                                          https://i.pinimg.com/originals/c3/3d/22/c33d222ec080550ceb7b17634da27e9e.jpg 

Learners got uncomfortable during these activities because they are all from diverse cultures and backgrounds. The Zulu stone game could have made some learners uncomfortable because of diverse cultures and because not all the learners understand the language Zulu. The use of the song Bhombela could also make the learners feel uncomfortable as some of the children do not have father figures in their lives, and children who have fathers do not have necessarily the opportunity to receive gifts from their fathers. Dancing could also cause uncomfortably between children as dance is not part of some of the cultures or religions and not everyone is comfortable to dance in front of everybody. House music can cause uncomfortably because it is not always part of every religion. Differences of children and their cultures and religions must be taken into consideration.

Some children where uncomfortable with the use of a Zulu song as the boy did not understand the language and the other child which is a girl where uncomfortable with dancing in front of the boys and the use of house music due religious reasons.

In the future I will address these issues by making use of more than one song to accommodate every learner and their religious and cultural differences. I will also make sure that the children will not dance in front of each other, but they can sing to each other on different songs. I will also ask the learners what song they would like to perform on or to play a game on and I would make sure that the learners’ opinions will be heard.

To accommodate diverse learner profiles in our classrooms, we must teach the learners first about diversity and make sure they understand the concept of diversity and of different religions. It is important for a teacher to know who our learners are, what their believes are and what religion or culture are they part of. Learners must feel safe, important, and respected by the teachers and other classmates.

I gained a lot of knowledge while working through study unit 3, and I feel much more comfortable to teach music in my Foundation Phase classroom. The value of this content prepared me for my teaching practice. I can not wait to teach my learners trough music, movements, and games.

Until next time, Bloggers!