An exploration of how Foundation Phase Mathematics and English can enhance teaching and learning through Music integration, according to the South African Curriculum.

• Main Author: Green, Sarah
• Other Authors: Cruywagen, Sonja
• Language: en
• Published: University of Pretoria 2021
• Subjects: Music Education; UCTD
• Online Access: http://hdl.handle.net/2263/78275; Green, S 2020, An exploration of how Foundation Phase Mathematics and English can enhance teaching and learning through Music integration, according to the South African Curriculum., MMus (Music Education) Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/78275>

Schools have to adjust to accommodate subjects that are 21st century appropriate in an already full curriculum. Educators feel overwhelmed and unequipped to handle all the expectations of the curriculum. Many are led to believe that Mathematics, Language and Music go hand in hand. There must be a more effective way to teach these three subjects, especially considering the biggest concern in education is always insufficient time. This study investigated the natural relationships between English, Mathematics and Life Skills in the Foundation Phase, to determine if true integration is viable. A document analysis was conducted to examine various curriculum documents including the National Curriculum, the National Protocol for Assessment Grade R – 3, and the CAPS document with the focus on Mathematics, English and Life Skills in the Foundation Phase. The findings include the potential for introducing integration of musical activities through similar topics as well as using various teaching and learning strategies that are able to construct deeper understanding. Considering the natural connections between subjects and themes, music activities can offer validity in the curriculum. === Dissertation (MMus (Music Education))-- University of Pretoria, 2020. === Music === MMus (Music Education) === Unrestricted