The influence of foundation phase male teachers on their learners : a musical perspective.

Abstract

Several perceptions of male educators and their influence on foundation phase pupils need to be explored. Research should ensure that stereotyped thinking does not harm their valuable contribution to education. An unusual high entry of male students in a B.Ed Foundation Phase programme required adjustments to the music section of the Arts module to empower male students with alternative teaching methods to ensure satisfying outcomes for teachers and their pupils. Singing is an integral part of childhood education and assists in bringing the playful dimension required by the curriculum to the class. Generalist educators without suitable singing abilities and confidence will find the classroom situation challenging. Confidence is often influenced by the lack of proper singing ability. The voice of a male adult singer contains certain biological aspects to be considered when singing with children with young developing voices. In addition, African male singers have a cultural influence that needs to be considered when preparing teachers for the Foundation Phase. The main research question asks; how does an African male voice model, impact on the acquisition of singing skills of pupils in the Foundation Phase classroom? Sub-questions include; why do African males switch to harmonies and not remain with the melody? Who are the best role models for young developing voices? How can African male students be empowered to overcome challenges with classroom singing? Literature, questionnaires, observations and interviews contributed to the information obtained in this mixed-method study using a constructivist paradigm. Findings include that cultural and biological aspect, impact African male educators’ singing behaviour, influencing the singing voices of children in their care.