Study Unit 3* Musical play in the foundation phase

    

My goodness, time flies when you're trying to keep all the balls in the air while simultaneously trying to convince yourself that you are, in fact, having a good time. No, a great time! Fake it 'till you make it, they say. So far, so good I guess. 

Quick update: I employed an aftercare assistant so that I'll have more time for my studies. Now my assistant needs an assistant. It's a blessing, really. It is after all the aftercare that pays my studies. But oh my goodness, it's like they have a sixth-sense that lets them know that their teacher has left the school property and they can go absolutely bananas! The amount of times I was called back to aftercare this week, it's an annoying amount of time, really. 

But, then I come home, open my laptop and am reminded (through the very interesting and knowledgeable modules I have), how much I truly -actually- enjoy my job. Teaching isn't for the faint of heart. And what a better way to be reminded of how much you enjoy your job than by joining in on the fun! The fun being the playing part of teaching: music and art! 

Sometimes, as a teacher, you get stuck at the "fun" part of an activity, not always taking into  account how some learners may experience/ approach the activity. When it should be the first thing we (teachers) should focus on when planning an activity. Especially when the said activity focuses more on a certain cultural group. I can understand why some learners could have felt uncomfortable during these activities for the following reasons: Not understanding what the song is about, but having to sing along when you haven't a clue what's going on. Some leaners are raised in more strict, religious homes than others. Putting those learners in a situation where their religion isn't being taken into account, makes for a rather unpleasant experience, during and after the activity. For the learner as well as the teacher. 

In order the prevent future uncomfortable situations, such as the scenario, I would explain the song to ALL the learners as well as the aim and origin of the game. As well as the house music activity; I would clearly communicate an alternative activity to dancing that learners who don't feel comfortable dancing, can take part in.

We as Teachers should be extra aware of our learners' feelings before, during and after the completion of an activity as so ensure that no learner went unnoticed and felt left out, uncomfortable etc. Some learners absolutely love being put on the spot. Others would literally do anything to avoid being put in that position. We should also be aware of the different cultures in our classrooms, when learner can speak Zulu for example, it doesn't mean that they belong to the Zulu ethnic group/ culture. Never, ever assume that all learners know what's going on, even if they don't look confused or concerned. 

Always ask, never assume. 

Study Unit 2* Listening to and responding to music.

       What a week!

It's been raining, here and there. And rain during school hours mean no playing outside. And no playing outside mean that I have a classroom full of learners who could not get rid of their energy. And then what? Then you have your most obedient and introverted learner throwing another learner with an eraser of pocking them with a newly sharpened pencil... The amount of creativity that spews out of them is unbelievable. If only they could also be that creative when we're doing our creative writing for the week. A teacher can dream... 💭

Somewhere in the back of my mind, I knew that music had a somewhat holistic approach towards its pupils. But reading through the study material it was brought to the front of my mind: Music can not only target one specific part of a child's mind and or body. 

I can honestly say that I didn't know nearly as much about the music elements before working through this SU as I do now. I quite liked the videos, they made it easy to understand each concept as well as made the learning process fun. (I guess that's something a person never out-grows: a screen getting and holding your attention.) I've also found that I prefer the indigenous African music and all the instruments that go with it. Why, easy: They're child friendly! 🙈😂 Most of these instruments can be used by the most inexperienced child. I also tend to think that most learners in my class (being a very diverse classroom) will be able to not only learn, but even better: contribute to each lesson. Learners are sure to take part in a learning experience when they are the ones doing the teaching. For example, I am currently a student taking active part in the learning process. All the activities that were set in place in order to help me understand the concepts, was so much fun and interactive (taking our current situation into account), it sometimes felt like I was actually sitting in a classroom, busy learning a new concept with my peers. It was made easier to pretend that that was the case. 

This SU may have been the one I enjoyed working through the most (although I'm only 2 study units in, I know...) I'm truly looking forward to all that the rest of this module has to offer, especially because it can so easily be implemented in the classroom. 

What a time, what a time we are yet to have! 

Study Unit 1* The value of music for the holistic development of foundation phase learners.

"My children are most definitely taking music lessons the 

minute they start attending school!" 

 

 

The above statement is the first thing that came out of my mouth when my boyfriend asked me how the studying was going. 

I've always known that there's way more to music than what meets the eye. From the get-go, I've noticed that this module is similar to Pandora's box. In a good way. And now, now the lid came off. And I'm so excited to learn that my expectations regarding the teaching of music and so on, will most definitely be exceeded.  

I am currently a Grade 2 teacher for about 12 learners at a small Private school in Eloff, Mpumalanga. I am also in charge of the after school program for Grades RR - 3. Turns out, ensuring that that ship sails smoothly, is way more of a challenge at times than teaching Grade 2's. I teach in both English and Afrikaans. I've gained the skills to teach a child a new language from scratch. Having a child not understand a word you're saying, in English or Afrikaans, makes for some interesting communication techniques, of that I can most definitely assure you. 

I've also had the privilege of  teaching LSEN learners together with learners who were in desperate need of some remedial teaching.

 And that brings me to my next point: I was and still am 100% sure that music can help heal a brain. Whether from emotional or physical trauma. Unfortunately, that thought popped up too late. Hopefully I'll get around to doing some proper research into epilepsy and how music can help the brain recover in some way, if even.

 

Reading how much music can influence the developing child, made me excited! In truth, I believe that there's nothing easier than teaching a child through play. And doing so, especially in the Foundation Phase, you have the opportunity to intergrade so many different skills into one simple lesson. I like to think that learning through play is a form of reverse psychology. They're playing, yes. But learning so much at the same time. And they cannot resist any learning taking place because they cannot resist playing! 

 Exactly the same happens when they are making music, copying the teachers beat or even making their own. The brain is developing a skill with every single clap or stomp of a foot, even with the beating of a drum. And what child can resist doing that? 

I am looking forward to all the knowledge I will be gaining                                              throughout this semester!