Elaine Browne.pdf - Nelson Mandela Metropolitan University

activities and solve musical problems. At the fourth level, a proficient musician is able to
perform music intuitively and fluently. Ultimately, an expert musician has a clear understanding
of music and is able to integrate musical knowledge. This person enjoys and deliberately
searches for opportunities for artistic expression. Elliott (ibid, 74) believes that music education
should focus on the teaching and learning of musicianship. This implies that the learner and
teacher must engage in the solving of musical challenges. The music teacher must demonstrate
a clear vision of the elements to be taught and demonstrate it to the learners in an obvious and
practical way. The teacher will then be educating, monitoring and coaching.
Van Papendorp and Friedman (1997, 7) two well‐known dance education specialists, hold that
engagement in dance implies body, mind, soul and emotional involvement. A good dance
teacher will address all four aspects during a dance lesson. When constructing a dance lesson,
the teacher will be mindful of the fact that the learner’s body is “an instrument and resource
for communication and expression” (Van Papendorp & Friedman 1997, 7). The dance teacher
will also challenge the learner’s mind by teaching dance in a creative and imaginative manner
so that their lateral thinking, problem‐solving and decision‐making skills are developed. This
teacher will also be aware that dance activities provide ideal opportunities to foster the
development of learners’ concentration skills. The good dance teacher will encourage learners
to become aware of their emotions, by encouraging them to express themselves. Dance
movements provide ideal opportunities for learners to transform their feelings through thought
and intention. The dance teacher will know that involvement in dance affords learners the
opportunity to lift their spirit and gain confidence because they experience feelings of pleasure
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