A conceptual framework of the relationship between musicking and Personal and Social Well-being for intermediate phase learners in the South African context
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.
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- TD: 2021 Volume 17 [42]