Abstract:
As the educational landscape changes and educational practices evolve, generalist teachers need to adapt in order to provide effective MusEd. MusEd in South African primary schools forms part of the subject life skills in the Curriculum Assessment Policy Statements (CAPS) prescribed for primary schools in South Africa. Unfortunately, Few MusEd is still treated as a filler subject and not given priority in most Foundation Phase curricula. schools can afford a music specialist teacher and therefore, MusEd is mostly taught by generalist teachers who lack the required knowledge, skills, and confidence. However, music forms part of how young learners play and engage with music in their daily lives.
Although few schools are privileged to have a dedicated music specialist teacher, this study investigates how music specialists and generalist teachers teach and integrate music into their teaching and learning processes. The study achieved this aim by observing all musical encounters in the Foundation Phase. These include the presentation of formal MusEd lessons, the integration of music into core subjects in the general classrooms, the use of music to embrace multiculturalism, and employing music for other purposes such as religious and cultural celebrations within the school community. The observations were followed by interviews to obtain the unique perspectives of each participant as to how they use music in their classrooms.
The study found that each school has a different need for music, partly based on its belief system. The perceived need determines many decisions about the role and place of music within the curriculum followed at the school. At one of the participating schools, music, as a form of play, is an essential tool for developing learners holistically and forms part of the school’s whole-brain development philosophy. At another school, music forms the bridge between an immigrant group of learners and a Western school structure. Some schools value the therapeutic use of music and incorporate background music to create positive and pleasant classroom environments conducive to learning. At yet another school, music is used to teach historical, religious, and cultural concepts to young learners. Recommendations for further study include investigations on how technology can assist generalist teachers to provide effective MusEd in an evolving educational landscape within the multicultural classrooms of South Africa.
