Gimmenotes



Arts and Culture: Class MusicStudy Unit 1:ORIENTATION AND GENERAL APPROACH TO CLASS MUSICClass Music should be presented in a comprehensive, balanced and differentiated way so as to develop the child’s totality. Class music includes 3 main components:The subject ( music and its various aspects)The teacherThe pupilThe Subject:MUSIC: is the art of expressing certain aesthetic and emotional sensations through the harmonious conjunction of vocal and instrumental sounds. Class music contributes to the aesthetic development of learners, that is, the harmonious interrelation of different aspects of a “thing” so that we regard it as “beautiful”. It therefore concerns fundamentally the individuals’ entire value system: what is lovely and god and right. The Teacher:The teacher must have a thorough knowledge of the subject, as we as clarity about the subject and his/hers own aims and objectives. They must also know their pupils well in order to lead them towards self-discovery and participation. Teachers must be familiar with the phase of development of the age group of learners they are teaching, so that they can design instructional material accordingly, to suit the children’s capabilities. The Pupils and their Development:Mid-childhood years (approximately between 6- 12 years) are a vital stage of development between childhood and adolescence, and should therefore not be underestimated. The characteristics of a senior primary pupil and developmental aspects which are especially important are as follows: Characteristics: Physical: (motor-skills) at this stage a child is usually very energetic and needs active participation. Because of major physical changes, children display the following characteristics: restlessness, headaches, nervousness, shyness and hypersensitivity, clumsiness and inadequate physical coordination, changes in voice, insecurity and lack of self-confidence.Intellectual: cognitive development (learning skills). Children begin to develop the potential for abstract and critical thinking = changes and fluctuations in their interests and attitudes. They need strong guidance and stabilityMoral: (learning what is right/wrong, good/bad). Children fluctuate between “traditionalism” (old- fashioned thinking) and “progressive thinking” (modern ideas) = an important internalisation phase when learners have to decide on their morals. Emotional: affective development (growth towards emotional maturity). Fluctuations between excitement and depression start, learners may fall in love for the first time and experience a desire for adventure and experimentation. Social: (contact and association with other people). Socialisation plays a tremendously important role as social acceptance by the peer group is the basis of a child’s self-image and identity development. Furthermore, because there is something of a leadership struggle in the peer group which creates great need for guidance towards self-acceptance and the development of leadership skills. Personality: personality development helps pupils form a stable self-concept and identity. Role of Music: music plays an exceptionally important and decisive role in this developmental process:- it is an Education Aid: in acquiring knowledge, experience and skills, music stimulates the child’s cognitive and physical development.- it is a Social Medium: the child learns to cooperate with other groups and make music together, this reinforces his/her feeling of togetherness.- most of all, music is a Medium of Expression, experience and thought which contributes to the child’s mental, moral, artistic, affective and personality development. -it also plays an important role in the Development of the Child’s Self-image: in that they feel proud of what they have mastered and because music is a spiritually uplifting experience. The Role of Music: Education AidSocial MediumMedium of ExpressionDevelopment of the Child’s Self-imageStudy Unit 2:ORGANISATION AND ADMINISTRATION Organisation and Planning: Organisational and planning aspects vital to effective Class Music teaching: Contents of the lessonTeaching Media: (visual & auditory apparatus) need to be planned to make the presentation of the lesson meaningful and effective. Which apparatus is required for which activity? How and when you are going to use it? How and when you will organise the children for it?Classroom: what type of venue does the subject itself require and how to arrange the room in a meaningful, practical and effective way. Equipment and teaching mediaTeaching media are all the aids of which a teacher can make use to ensure that the teaching content has been successfully communicated to the pupils. Involving all the senses stimulates active learning and increases the child’s comprehension and memory.These teaching media can be divided into three groups: FIRST GENERATION: these include the simplest teaching media such as a blackboard, a noticeboard, a felt board, musical instruments and books. SECOND GENERATION: these include elementary technological media such as a tape-recorder (cassette player), overhead projector and a record and/or CD player.THIRD GENERATION: these signify sophisticated technological media such as a television and a computer. The music venueSpace: the music venue needs to have sufficient space to shift around loose furniture. It is extremely impractical to have a lecture-type classroom venue. Equipment: must have sufficient space for all necessary visual, auditory and audio-visual equipment. It must be arranged so that it is easily reachable and eye contact is kept with the learners while using the equipment. Instruments: should be close and available whenever something is to be illustrated by using the instrument. It should be arrange so that there is no disturbance and time wasted when using an instrument or when organising the children into groups. Retain Interest: create interesting corners/groupings of equipment and other visual material. E.g) position the notice board where easily observable and update and change the information regularly. Geographical Location: the music venue should be situated in a location so that activities in the music class should not disturb the pupils in surrounding classrooms; and vice versa. ExcursionsThere is no actual substitute for the importance of a live presentation or a live performance. Children can be taken as a group to, for instance, a symphony orchestra for the study of a solo instrument or for a specific work that has been discussed in class. It is important to, afterwards, get feedback through discussions and reading critics reviews on the performances. Operas and operettas are also good excursion opportunities. Taking the class to a local music concert/ school concert is good so that learners can learn to appreciate other people’s confidence in participating. Excursions should be regular, preferably every term but at least twice a year. Excursions are also great opportunities for parental involvement with the arrangement of transport or having the children at a good performance with their parents. Administration and Assessment: Criteria for assessment:Must be continuous and summarising. Must evaluate the pupil(s). Teacher must be able to evaluate himself and his learning content.They must stimulate critical thinking. Purpose and importance:Firstly, it is designed to evaluate the class. Secondly, the assessment is designed to evaluate the teacher himself/herself. Therefore, each lesson needs to be monitored with regard to contents of lesson, expenditure of time and presentation. Report to parents: Teachers should notify parents of learners who excel in the group and has exceptional musical aptitude, so that the pupil can be referred for individual instruction. Study Unit 3:AIMS AND OBJECTIVESIn education and teaching we must know where we are going, what we want to achieve and within what time period. General aims: are goals over a longer period of time with long-term guidelines for ultimately achieving a permanent result. Field objectives: are more specific and are concerned with specific aspects which will be dealt with during teaching. They are perused for the sake of the general aims and are aspects which must be addressed to attain long-term aims, eventually. General Aims: General formative teaching: to give all pupils a generally formative education for the greatest possible past of their school careers and to develop their innate musical potential.General education: to contribute to the development of the entire humanity of the child, namely spiritual-moral, artistic, intellectual and social qualities. Interest in music: to provide musical experiences for children through spontaneous socialisation and involvement in musical activities so that they can experience an interest in music through appreciation and amateur practice. Culture: to make them aware of their heritage and milieu and also of other cultures and the origin of our Western music. Musical skills: to contribute to the cultivation of a life-long love for and involvement in musical experiences through learning basic skills. Field Objectives: Objectives must be included through repetition and constantly increase in their degree of difficulty. Two objectives that must be attained are:The performance and composition of music.Listening to and appreciation of music.Both aspects of music, theory and practical, should be presented in an integrated way as they are merely two sides of the same coin. Performance and composition of musicSinging and understanding musical principles. Notation: not values, rhythm and metrePlaying instrumentals and body percussionComposition: musical structuresImprovisation: through themes and different variations. Listening to and appreciating musicThe purpose of ‘listening to an appreciating music’ is to enable pupils to listen critically to music, to describe how they experience it and/or why they like it or not. Different periods: (and parts of the world.) Baroque, Classical, Romantic and Twentieth Century music. Introducing the instrument families of the orchestra: families, sound and function and sound identification. Pop music: we need to listen to and be familiar with the contents and musical aspects of what pupils listen to. Ethnic Africa music. Study Unit 4:CURRICULUM AND CURRICULUM PLANINGThe Concept “Curriculum”:Curriculum: simply means “course” or “period”. Therefore, it signifies a clear definition of the specific subject matter which will be dealt with in a certain course or period. Spiral Curriculum: links with the above concept, wherein the same theme or components of the same theme are repeated in different “periods” or “years”, but at different levels of complexity. The approach is used to expand and develop the learner’s frame of reference systematically over time. (Working from the familiar to the unfamiliar.) Basic Principles of Curriculum Planning: The Teacher:The most important person in determining the success of the music teaching is the teacher him/herself! Enthusiasm, knowledge and preparation of the teacher are the decisive factors in the effectiveness of the presentation. Aspects of work schemes:For effective music teaching the work schemes must incorporate the following points: The work must be realistic (also with regard to time available).Pupils must be passively and actively involved during the lessons.There must be continuity in the work scheme. Nonetheless the subject matter must vary constantly. (Because children become bored quickly, it is important not to pause too long at a certain subject in the curriculum.) Work schemes must be compiled in such a way that they facilitate reporting especially with regard to assessing the attainment of objectives. The compilation of a scheme of work is actually no more than an exposition of the field objectives. The “periods” involve year planning, term planning and then lesson planning. working from macro-principles (aims, objectives and year planning) to micro-idea (lesson planning)Year Planning:Year planning covers all field objectives. Examples on pg. 20-22. (Read through)Term Planning:Term planning: taking the year schedule, divide it into 4 terms and filling in details of what needs to be done during the particular term to attain the year aim.Planning Lessons: Term planning is the basis for planning every lesson. At the end of each lesson, one must evaluate the content and decide what requires further attention and what should be continued in the next lesson, while remaining within the framework of term. When planning a lesson, you need to know exactly what you wish to attain with your objectives, know precisely where you are going with your pupils and what you wish to attain with each section. The most important thing in lesson planning is to present the material in an integrated way. For example: when choosing a song to teach pupils, see what other aspects, involved in the song (such as note values and metres) can also be taught at the same time in a meaningful way. Lesson planning: concerns the information which a teacher needs to present a lesson fluently, meaningfully and unambiguously to the pupils. You must compile a framework for every lesson: how and with what to begin, presentation and integration of contents, involving and organising the class, activities and conclusion. (Time available for each section.) ................
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