Abstract
This article proposes a conceptual framework to understand the relationship between musicking and Personal and Social Well-being for intermediate phase learners. We analysed the intermediate phase life skills Curriculum and Assessment Policy Statement (CAPS) document to create a priori codes. We employed these codes to analyse literature on musicking and well-being. Through this analysis, it became clear that it is possible to apply musicking as a means to teach Personal and Social Well-being outcomes in the intermediate phase life skills CAPS provided teachers view musicking as cultural and moral education. This article presents a conceptual framework resting on nine propositions that need to be addressed if teachers wish to teach personal and social well-being through musicking.
Highlights
There are studies that seek to investigate the creative arts section in life skills during the intermediate phase, as set out in the Curriculum and Assessment Policy Statement (CAPS) syllabus, and studies that investigate the personal and social well-being section of the life skills curriculum, we are not aware of any studies which investigate the integration of these two sections in the intermediate phase in the South African context
We adhered to the guidelines for research and academic integrity as set out by the North-West University. This conceptual model is the culmination of our data analysis and reflection on the integration between musicking and personal and social well-being in the intermediate phase life skills classroom
Musicking in the life skills classroom may contribute to fostering well-being by connecting us to others and ourselves, and creating a strong sense of self-awareness
Summary
There are studies that seek to investigate the creative arts section in life skills during the intermediate phase, as set out in the Curriculum and Assessment Policy Statement (CAPS) syllabus, and studies that investigate the personal and social well-being section of the life skills curriculum, we are not aware of any studies which investigate the integration of these two sections in the intermediate phase in the South African context. It is the purpose of this conceptual study to create a conceptual framework to understand the integration of music, in particular, and personal well-being in the intermediate phase. Our findings culminate in a conceptual framework for teaching Personal and Social Well-being through musicking
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