Elaine Browne.pdf - Nelson Mandela Metropolitan University

subject to make it comprehensible to the learners. In addition, the teacher should be an
initiator of inspiration as to provoke and encourage the learners to participate in performances
and use their imagination. African stories, for example, need to be transformed into intriguing
dramas with a clear plot and highlighted climaxes (DoE 2002a, 43).
The teacher should also be able to demonstrate “simple relaxation, breathing, resonance, pitch
and articulation exercises” when warming up or cooling down the voice and body (DoE 2002a,
43). Concepts such as ‘sensory detail’, ‘emotional expression’, ‘expressive mime’, ‘spatial
awareness’ and ‘sensory perception’ in combination with techniques such as ‘tableaux’, ‘verbal
dynamic sequence’ or ‘role‐play’ should be mastered by the learner at the end of the
Intermediate Phase (DoE 2002a, 43, 57, 61).
Music
In terms of music education, the NCS specifies that learners should participate in various
enjoyable music activities. These include listening, moving creatively to music, singing, playing
percussion instruments and composing own songs and background music (DoE 2002a, 74).
Music knowledge required of learners in the Intermediate Phase includes note values, rhythm,
time and duration. In grade four, for example, learners are expected to compose their own
rhythmic patterns with note values that would include the crotchet, minim and the quaver, as
well as the crotchet and minim rest. They also need to compose and present melodies using
their voice and own constructed instruments to demonstrate their knowledge of pitch and the
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