Cape Town - A new study at the University of Stellenbosch has shown that music education in schools can equip pupils with the necessary skills for the modern-day workplace.
In the study, Dr Angie Mullins looked at how different the workplace is in the 21st century.
“The workplace of the future will be unpredictable, changeable, and will require a level of adaptability, creativity, and innovation that today’s job market is only beginning to necessitate,” she said.
As part of the study, Mullins used pedagogical techniques like product-based learning, gamification (use of game design elements and game principles) and blended learning.
“These tools are underutilised in the music classroom and have enormous benefits,” said the Johannesburg-based music teacher who recently obtained her PhD in Music at the university.
Pupils in Mullins' grade 7 classroom participated in her research which included focus group discussions regarding effective teaching methods, in-class feedback, and how music had helped develop their competencies.
Additionally, the pupils took part in mock trials about real-life copyright infringement court cases, and were tasked to find musical evidence that supported their arguments for or against the copyright claim.
“I found that music education can help to develop key competencies in learners. It can help to develop and improve analytical skills, interpersonal skills, the ability to execute tasks, processing of information and the capacity for change,” she said.
She added: “The most significant development took place in the capacity for change ( creativity, innovation, flexibility and adaptability) and interpersonal skills (communication, collaboration, negotiation), competency areas.
Mullins taught each pupil how to play a musical instrument throughout the year. The pupils played together in an ensemble led by Mullins. The ensemble later became self-directed by the pupils.
Through the feedback she received from pupils, Mullins said that competencies acquired in the music classroom, could easily be transferred to other subjects.
“Teenagers rely on music as a strong informing factor in their identity construction, and it is a highly subjective, nuanced medium that promotes creativity, collaboration and debate,” she said.
Mullins said the first step in implementing a future-focused music curriculum across basic education, would be to educate school administrators and policymakers on how important music is within education.
“We don’t need numerous resources to teach music. Even without access to musical instruments, learners can benefit from studying music.”
She added: “By employing creative strategies and forward-thinking pedagogical methods, every learner could have access to and tap into the enormous benefits of studying music.”