Through general observations and investigations ,in most primary schools particulary in Zimbabwe there is apparent absence of instruments ,chase and time cards for use in the lessons .Music is an important subject which need to be taught adequately to make it useful to the children.
The observations also show that most of pupils together with slow learners enjoy music .This has concluded the assumptions that neglecting music lead to lack of knowledge ,concepts and skills.
Helping pupils to grasp concepts ,process skills ,attitudes and values through the activities like singing,listening ,immitation ,moving ,dancing ,playing and reading,children's knowledge in music should be improved,through the use of various attractive colourful ,plentiful as well as relevant media.
The effective use of musical instruments make children develop musical skills easily.When the afore mentioned skills are persued pupils produce good and pleasing results and competitiveness in lessons a satisfactory response is definitely noted.(Rwambiwa et al 1982)
Implications to the teacher and teaching of music.From my observations I made in most primary schools in Zimbabwe , I had identified that children's poor performance is due to lack of teaching /learning media in music lessons, so teachers are recommended that:
♥Teaching /learning musical media should be relevant suiting the targeted group and musical instruments should be used in music lessons.
♥Teacher's training colleges should vigorously train student teachers on how to improvise prepare and use learning /teaching aids in music.Teachers must give clear instructions on how to use the instruments during the music lessons.
♥School and district level seminars should be done to equip teachers with knowledge of preparing and using instruments effectively.
♥Teachers should make use of resource persons who are specialists in music to make use of instruments effectively.
In conclusion as supported by various authorities above effective use of instruments make music lessons live and develop the whole child.Teachers should always make available all instruments relevant and suitable that they should encourage understanding on the part of the learner.
Further Reading and References
Asworth, A.E(1980)The teaching of primary maths ,Stoughton and Holder,Sydney.
Baker ,R.E.(1986)Progressive Teaching in the Primary School,College Press ,Harare.
Bentley ,A.(1975)Music in Education,N.F.E.R., London.
Bickerstaffe,D.(1975)And so teach:A general Methods course ,Evans Brothers,Ibadan.
Brown ,S.(1987)Rhythm and song ,College Press ,Harare.
Castle ,E.B.(1966)Principles of Education for teachers in Africa ,Oxford University Press,London.
C.D.U(1989)Music Syllabus for Primary School,Government Printers,Harare.
Copen ,C.(1979)Aids to Teaching /Learning ,Longman ,London.
Dummy ,P.A.(1979)A general Teaching Methods ,College Press ,Harare.
Elison and Jenkins (1986)A Practical Guide to Early Reading.
Farrant ,J.S.(1980) Principles and Practice of Education ,Longman,London.
Jacinta,M. and Regina ,M.(1981) Primary Methods handbook,Hodder and Stoughton ,Sydney.
Lamleck, J.k.(1984)Curriculum and Instructional Methods for Elemen
tary Schools,Mcmillan Publishers,London.
Kasambira, K.P.(1993)Teaching Method ,College Press ,Harare
Rwarinda,J.P. ,Driscol, J.P. and Wikland ,B.I.(1982)Education Technology for Teachers ,Government Printers,Harare.
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