Abstract

This study sort to find solutions on challenges faced by teachers in the teaching of basic notes

value grade in teaching music grade 2 learners. Random sampling and participation observations

was used to select learners .Document check list was used as to put the children into life situation

The researcher showed that teaching music to grade 2 pupils can be done through singing

playing instruments and listen to music. This study recommended the use of technology in the

classroom, sometimes watching of television shows during lessons.

ii
Dedication
I dedicate this project to my late father Rissmore Chitsinde and my mother who supported me in

carrying out this research.

iii
Acknowledgements
I wish to express my gratitude to my tutor Mrs Chipadza for giving me guidelines on how to

write a better Research Project. She took her time to explain.

I am very much indebted to the Primary school staff for good mentorship towards the success of

this research project and also grade 2 class of 2021.Special mention goes to the mentor Mrs

Katiyo who supported me during my teaching practice to come with this research project.

Finally I would like to thank my family for making this project a success by providing stationery

and funds while carrying out this research.

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 CHAPTER ONE
1.1 Introduction

The study was carried out at a Primary School in Chitungwiza and it was on the challenges faced

by teachers in the teaching of basic note values to grade two learners. This chapter focuses on

highlighting the background to this study which was on the challenges faced by teachers in

teaching the basic note values to grade two learners. It will also provide a guideline to the study

by stating the research objectives and research questions. The chapter also seeks to provide the

statement of the problem that gave cause to the study. Limitations and delimitations to the study

will also be laid out with the summary of the chapter coming last.

1.2 Background to the study

There is musical language which must be understood by teachers and which they should pass on

to learners. The musical language should be taught early if teachers are to cater for multiple

intelligences which according to Howard Gardner include Musical intelligence as well as Bodily

Kinesthetic intelligence. Both forms of intelligences are closely linked to music. The study

therefore set to find out if the grade two teachers were aware of the musical language such as that

associated to basic note value and if so whether they were using it in classroom practice.

According to the Infant School Syllabus 2015-2022 grade two pupils are supposed to be taught

Body percussion, Pitch identification which involves basic note values, Improvisation of

melodies which also have basic note values. Oral reading of basic note values, Arrangement, and

improvisation of melodies, voice accompaniments, Percussion instruments in short melodies and

Composition, arrangement, and improvisation of songs. All these topics demand knowledge on

v
basic note values which is why this study sought to find out the challenges being faced by

teachers in teaching the basics of music which is the basic note values.

Music theory can sometimes have a reputation for being a bit boring and difficult, but this can be

avoided by teaching it through games and activities that learners enjoy. They will happily accept

basic theory concepts by playing games which combine the lesson with having some fun.

They love characters and giving things identities. It is claimed that infant learners often find this

easier to grasp. This study intended to find out the challenges the infant teachers may be facing

in introducing the basic note values as a family as well as the challenges they may be facing in

using games in the teaching of basic note values.

In many schools teachers and parents consider music education optional rather than necessary.

This often leads decision makers to believe that the teaching of music is not important. In such a

scenario, music education may become an option available to learners only when the teacher

feels like taking a break from teaching. Some teachers simply teach learners to play instruments

and sing songs, but not go further to help them to read music. Some of them think that learners

should simply sing they are not concerned with the different rhythm. Pupils simply sing for

enjoyment and this is not enough in developing musical talent.

Most teachers are failing to accommodate learners who have a wide range of needs. A one-size-

fits-all approach to teaching rarely enables teachers to educate learners effectively or meet music

related objectives. Instead, teachers must increasingly master the ability to provide

individualized learning opportunities while managing full classrooms. This study therefore

intended to find out the challenges the teachers may be facing which are hampering the teaching

of basic note values and how this problem can be corrected.

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Assessing infant learner accomplishments and progress continues to present challenges for

teachers, as many struggles to reconcile standardized measures with the less concrete outcomes

of music education, such as confidence and creativity. Framing assessments in a positive light

may enable learners to understand how they have progressed and encourage them to explore their

creativity further. Teachers should strive to insert positive assessments into the standardized

requirements. This assessment can also be done with the teaching of basic note values and this

study will find out if this is being done and if not what are the challenges being faced by the

teachers.

It is musical sound that moves people. It is musical sounds that young people want to perform,

compose, create, and pour their souls into. If teaching of basic note values help learners to

become literate, they may already be working towards ways wherein it is appropriate. If it is not,

then they will arrive at basic note values if and when they need it, and this is the role of the

teacher hence this study want to find out the challenges being faced by teachers in the teaching

of basic note values to learners.

1.4 Statement of the problem

In order to read a music piece, we need to know the note values, and names of each note. The

different note values, show how long each note lasts, 4 beats: called a semibreve (whole note), 3

beats: called a dotted minim (dotted half note), 2 beats: called a minim (half note), 1 beat: called

a crotchet (quarter note), Half a beat: called a quaver (eighth note) and a Quarter of a beat: called

a semiquaver (sixteenth note). The problem is that basic note values is where understanding of

music should start and when there are challenges faced in teaching basic note values then there

are challenges in developing musical intelligence hence this study on the challenges faced by the

vii
teacher in the teaching of basic note values to grade two learners at a Primary School in

Chitungwiza.

1.5 Research questions

1.5.1 How can basic note values be taught to grade two learners?

1.5.2 Why should basic note values be taught to infants?

1.5.3 What are the challenges faced by grade two teachers in teaching of basic
note values?

1.5.4 What are the possible solutions to the challenges faced by grade two
teachers in teaching basic note values?

1.6 Justification of the study.

The study provides an understanding on the teaching of basic note values to grade two learners

thus adding positively to the already existing body of knowledge. The pupils would benefit in the

sense that they will develop musical language through an enjoyable way as they enjoy music a

lot. Once their musical language becomes sharp it means they can learn any concept and be able

to recall it later thereby improving their performances musically later in life.

Teachers will also benefit in the sense that they work to make sure that their pupils do well

especially in following instructions. This is only possible if the pupils have the necessary musical

language. The challenges which teachers face may go unheeded if research is not carried out. It

is therefore this study’s hope that its results will help policy makers and parents in addressing the

challenges faced by the teachers.

viii
1.7 Limitations

The researcher faced a number of challenges. One of the challenges was lack of adequate

financial resources to procure the right number of musical instruments. The researcher had to

make improvised instruments in order to overcome the challenge. The other challenge was on

creating research time that will not interfere with the normal learning schedule. The researcher

had to overcome this by using break time and lunch time for the study. Lack of interest by

participants such as teachers led to taking more time to come out with the findings. The

researcher had to work hard to convince the teachers that the study was worth their participation.

1.8 Delimitation

The study was conducted at a Primary School in Chitungwiza. The school is about thirty

kilometres from Harare the capital city of Zimbabwe. The study focused on the challenges faced

by the teachers in teaching basic note values to grade two learners. Eight teachers were sampled

for this study.

1.9 Definition of terms

1.9.1 Infant education

According to Morrison [1988] infant education is a service provided to children from 5-8 years.

It is a program designed to cater for the total development of young children. Additionally infant

education can be defined as a program that focuses on the holistic development of children and

provide them with a variety of experiences.

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1.9.2 Basic note values

-musical notation that indicates the relative duration of a note, using the colour or shape of the

note head, the presence or absence of a stem, and the presence of flags. (Perente, 1999).

1.10 Summary

The chapter has outlined the background that led to this study. It has also highlighted the

theoretical framework which was given as hat of Kodaly. The statement of the problem as well

as the research questions were also given followed by the significance of the study. It went on to

highlight the limitations and the delimitations of the study. Key terms were defined. The next

chapter focuses on review literature related to the study.

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 CHAPTER 2:

LITERATURE REVIEW

2.1 INTRODUCTION

This chapter reviews literature related to the study. It will first look at how music can be

employed in the teaching and learning of basic note values in grade two learners and then look at

why music should be employed in the teaching and learning of basic note values. Lastly it will

examine the challenges faced by teachers in the teaching of basic note values.

2.2 The basic note values

Each music note written on the stave has a duration (length) as well as pitch. It is the design of

the note that tells one its duration, in the same way as the position on the staff tells one the pitch

(Atkinson and Shifflin, 2008). So each music note on a stave gives one two pieces of

information, pitch and duration. Before one can teach basic note values one needs to understand

them in full as well as the symbols.

2.2.1 Double Whole Note (Breve)

The whole note is the longest note generally used today (Discoll, 2001). The double whole note

(breve) divides into 2 whole notes (semibreves). The Double Whole note (Breve) is therefore

worth 8 quarter notes (crotchets). The Double Whole note (Breve) fell out of use as smaller value

notes were invented by composers. It can be notated as an open rectangle or a whole note with

bars either side.

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2.2.2 Whole Note (Semibreve)

The Whole note is the longest music note in general use today (Henry and Norman, 1996). It is

an open note with no stem. It looks like a hole so it is easy to remember. The duration of the

whole note is 4 quarter notes.

2.2.3 Half Note (Minim)

The Half note duration is 2 quarter notes (Discoll, 2001). It differs from the whole note in that it

has a stem, although it is still open. For pupils the teacher can liken this stem to the line in the

middle of the ½. This also helps them remember that 1 half note is worth 2 beats (in 4/4 timing,

which is what they are usually working in when learning this).

2.2.4 Quarter Note (Crotchet)

The quarter note has become the de facto standard 1 beat music note. This has happened as the

4/4 time signature is the most popular (with 3/4 and 2/4 following close behind) and quarter

notes have a duration of 1 in these time signatures (George, 2004). It is also roughly in the

middle of the most used notes, making the quarter note the ideal candidate for ensuring whole

notes don't become too long Below is a table showing results of the rhythms that were clapped

by the grade two learners.

to count, and shorter, popular notes such as eighth and sixteenth notes aren't impossible to count

in terms of them being fractions of a note. The quarter note changes from the half note as it is

filled in, as opposed to empty.

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2.2.5 Eighth Note (Quaver)

The eighth note is worth ½ of a Quarter note. It may also be considered as a one beat note in 3/8

and similar timings, the 8 on the bottom of the time signature giving the clue that one are

counting in eighth notes (Brewer, 1998). This is the first note to have a flag. The flag is the name

for the 'tail' added to the eighth note. Eighth notes may be a single, or joined together with

beams.

It is common to see eighth notes joined into sets of 2 to make one beat. Eighth notes may also be

grouped in 3s, 4s, 5s, or even 6s depending on the time signature. Remember, however, that no

matter how many eighth notes are joined, each one is worth half a quarter note.

2.2.6 Sixteenth note (Semiquaver)

The Sixteenth note is worth ¼ of a Quarter note. It may be beamed together in the same way as

the eighth note (Flavell, Miller, and Miller, 2002). It changes from the eighth note by having an

additional flag. Sixteenth notes may be beamed together in the same way as Eighth notes. When

one sees sixteenth notes beamed together each note has a double flag.

2.3 How to enhance the teaching and learning of basic note values to ECD learners

Teaching the joys of music can be thrilling, but it also presents significant challenges. As one has

learned, the position of the note on the staff indicates a particular pitch that is, how high or low a

note sounds (Docket, and Fleer, 1999). Each note also has a note value, or duration, that is, how

long the note should last. The duration of a note is counted in beats. Here are the basic note

shapes and their usual durations.

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Teaching music to children can be challenging, especially when one's pupils struggle to grasp

new concepts. Do one tire of using the same teaching materials repeatedly because one has to

follow the curriculum? Teaching the same topics year in year out can become tedious. It is all too

easy for this monotonous feeling to be accidentally passed on to pupils.

2.3.1 The teacher’s positive attitude towards basic note values should shine through.

Every music class is different and the constant planning can be overwhelming. Many teachers

complain that they feel like they spend as much time planning as they do actually teaching! But

this planning pays off and can make one's teaching far more effective (Csikszentminalyi, 1981).

Having a good strategy of planning your lessons from simple to complex will help in the

teaching and learning of basic note values.

Let one's positive attitude and excitement about teaching basic note values show. One's pupils

will pick up on one's mood and learn even more than usual. TeachHub (2019) suggests taking

this a step further and going beyond individual lesson plans. The website explains that “teachers

who had a plan, not just for their classrooms but for their personal life and profession, often had

greater success with their pupils”.

Having one's own plan means one can connect with pupils. One can meet them on the learning

journey, spreading the positivity of having direction and goals. Careful planning means one can

develop a positive attitude towards one's teaching career. This will be automatically passed on to

pupils in class.

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2.3.2 Incorporating practical engagement in the teaching of basic note values

Music is best learnt by doing, not by reading and writing. Make basic note value lessons active

and add to some energy to them! Even if one are teaching music theory there are ways to include

practical activities (Stebbing, 1999). For younger children, games such as Magic Feet Follow the

Beat present important elements of music theory in a fun way. This makes new note values easy

to learn. The classes where one had to move around and do something are more likely to stick in

one's head. This is great for music teachers because it’s so easy for us to incorporate physical

movements and activities into our lessons. Clapping out note values, rhythms and singing are

simple ways to get moving without any specialist equipment needed.

Combining listening with making music is a great way to make the connection between aural and

kinesthetic learning processes. Using one’s body to play an instrument in tandem with a note

value can make learning so much easier as the physical act of doing helps one's pupils to commit

the lesson to memory. Remember that even in school, to learn music one must play music, not

just talk about it.

2.3.3 Keeping boredom at bay by using a variety of tasks in teaching note values

There isn’t much shorter than the attention span of a child today. New technologies are making it

easier for us to read and learn in short bursts. It is getting harder for young people to focus on

one topic or task for a long period of time. Fit one's lessons to one's pupils’ concentration levels.

Mindchamps (2019) explains that pupils can become overwhelmed when presented with a string

of tasks. This makes them get bored and give up. Luckily, it is easy to avoid this scenario in

one's classroom.

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Don't build each lesson around a single lengthy task. Break it down into short activities each

lasting 5 to 15 minutes depending on the age group of one's pupils. Teaching music to ECD

pupils can be done through singing, playing instruments, and listening to music. Writing lyrics or

composing pieces, and learning about musicians and composers are other great ways to learn.

One should mix up activities including listening, playing instruments, and reading, writing and

composing (Ramsey, 1991).

Each brings a different feel to one's classroom, meaning pupils are less likely to get bored.

Within each larger topic, one should plan to include a variety of short tasks and activities. Keep

an active atmosphere in the classroom. Match the speed of each task to the age group of pupils or

to each individual pupil where possible.

2.3.4 Teach basic note values related to the music the pupils like and can relate to.

Engage one's pupils instantly by teaching them their favorite songs or genres which are related to

the basic note values the teacher wants to put across e.g. using a familiar song like Kachembere

kegudo. All kinds of music can be valuable resources for teaching and learning basic note values

but there are others the learners are interested in (Isenberg, and Jalongo, 1997). The teacher must

have a massive song library where one can find music that will appeal to one's pupils. Perhaps

the chord progressions, rhythm, or melodic patterns would make a good lesson, and one the

pupils are sure to remember.

xvi
2.3.5 Technology is the twenty-first-century teacher’s best friend.

Today’s pupils are digital natives, and today’s tech is a great resource for education. Music is the

perfect subject for using new technology in the classroom, and clever use of technology can

make one's teaching far more effective (Flavell, Miller, and Miller, 2002). Use of apps and

YouTube or other video sites helps the learners to understand basic note values. Sometimes

watching a video can make a lesson more memorable than listening to the same piece of music

without a video. Showing videos of live performances is a great way to teach one's pupils about

how basic note values.

2.3.6 Encouraging one's pupils to interact with each other.

While individual practice can be an important part of learning basic note values, the music

classroom is a great time for interaction. Resource Ed (2019), explains that collaboration is a

significant element of the music world. Collaborative learning teaches skills such as decision-

making and problem-solving in a group or team context.

One can teach children to collaborate with each other during music lessons. Music is inherently

sociable, whether among performers or listeners. Learning together can be far more powerful

than studying on one’s own. The material learnt can stay with them when they leave the

classroom, and become a topic of conversation with their friends. Meanwhile the children are

acquiring useful skills for their adult lives, even if they don’t enter a career in music.

Putting the pupils into groups can also be a good way to introduce longer, more involving tasks

than would be possible individually (Hong, Wittmer, 1996). Group projects can achieve more

xvii
impressive outcomes than working alone. Take pupils’ skill levels into account when forming

groups. Change the groups between projects to create a fresh atmosphere.

Introduce each note in turn by demonstrating the beat on the tambourine. Slow beats like Daddy

Semibreve (Whole Notes) to the count of 4 with giant steps. Middle sizes steps for Mummy

Minim (Half Notes) which last 2 beats. Marching like a soldier for Big Brother Crotchet (Quarter

Notes) which last 1 beat. Trotting along with small steps for the Little Quaver Twins (Eighth

Notes) which share 1/2 a beat together. When they have got the hang of each different note and

the sound and action it makes, one can experiment with making them guess which one one are

playing and trying to catch them out!

The children can take it in turns to have a go on the tambourine, and one can call out the notes by

name (Mummy Minim e.t.c) and see if they can make the correct beat to match the notes. They

are so busy having fun, they don’t realise that one are testing them!

2.4 Importance of basic note values to infant learners

They say "Music is the language of the Gods." Music communicates in a way that words can

never speak and paints a thousand pictures (Berger, 1986). Understanding music begins with the

understanding of the basic note values.

It’s never too early to start a child’s music education. In addition to boosting future reading

scores, music can also help a child’s brain development and language acquisition. Therefore

basic note values should be learnt at an early age.

xviii
Basic note values teach infants about pitch and rhythm at an early age. Teaching music to infants

doesn’t always require instruments (Garvey, 1997). To teach music theory, have the children use

their mouths instead. Show them how to sing high and low to demonstrate pitch. It’s also helpful

to draw waves on a sheet of paper to illustrate the change in pitch.

Then, teach learners loud versus soft as well. This will help them learn how to differentiate

between loud and high versus soft and low. To teach rhythm, have the class clap their hands

together with everyone following one's lead. Then, clap a little faster to demonstrate a change in

rhythm. One can also play familiar songs to show them what rhythm sounds like in music. These

lessons early on will help learners learn music in the future.

Music theory can sometimes have a reputation for being a bit boring and difficult, but this can be

avoided by teaching it through games and activities that little ones enjoy (Eliasmith, 2001).

Children will happily accept basic theory concepts by playing games which combine the lesson

with having some fun! They love characters and giving things identities, so when teaching the

note values (how many beats they are worth) one can always introduce them as a family. They

often find this easier to grasp.

Basic note values used in nursery rhymes, pupils’ songs, and baby songs can also be used to

enhance and improve the child as a person. It can develop their various social-emotional skills.

The children become more confident and music also enables them to control their emotions and

different critical situations well.

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2.5 Challenges faced by teachers in teaching basic note values and their possible solutions

The following have been identified as some of the challenges faced by teachers and their

possible solutions:

2.5.1 Lack of Enthusiasm

Teachers sometimes lack enthusiasm when teaching music. Before one have a child learn basic

note values, the teacher must get them excited by showing them one's enthusiasm

(Csikszentminalyi, 1981). Young children pick up on the world and people around them. By

showing them how much one love music, they’ll begin to show their own excitement, too. One

way one can show one's excitement as a group is through a dance party!

At the start of each class, play a new song. Encourage the learners to dance, bop, or clap along to

the music. This will get them excited for class and teach them a little about rhythm as well!

2.5.2 Music teaching as a routine

Most teachers teach music as an afterthought even though it will be there on the time table.

According to Muster (2015), children’s brains also develop faster when they’re exposed to

music. Let the child play music and listen to music as part of their daily routine. By making it a

habit, one can ensure music becomes a regular part of the child’s life. One can even buy books

that play music. Associating a song with imagery and a story will help one's mentally retain the

song.

One can also make music a part of one's regular routine by buying the child a small instrument.

This can help develop their interest for music until they’re old enough to learn with an instructor.

xx
Whatever instrument one chooses, just make sure there aren’t any parts that could become a

choking hazard. With this regular exposure, one's child will develop music appreciation into the

years ahead. When teaching music to these learners, don’t forget to make it fun! Don’t make this

regular routine seem like a chore. Instead, make it a fun way for everyone to bound and play!

2.5.3 Lack of resources to use as Game Play

Resources are required to make music learning enjoyable and in most cases they are not

available in the schools (Henry and Norman, 1996). Make music fun for a child can make all the

difference. Otherwise, they might not choose to learn any basic note values.

For grade two learners, it’s important to keep them excited and engaged. Musical programs for

pupils often use game play to keep the children actively engaged and this requires resources like

laptops, music players and DVDs.

When teaching, create a lesson plan with a range of games to choose from. For example, one can

have children play music on makeshift instruments. This includes a guitar made from tissue

boxes and rubber bands. Show them a real guitar as well, so they can recognize the similarities.

Then, strum a few chords so they learn how a guitar sounds and the note values can be made to

come out (George, 2004). Helping children recognize what an instrument looks and feels like at

a young age will help maintain this recognition as they grow older. Make sure that each game is

short. That way, one don’t overextend the learner’s patience.

Play a number of different nature sounds and see if the child can recognize them. This includes

the pattering rhythm of rain or a singing songbird. Change it up and go modern by using a social

xxi
media app. By learning how to add music to Instagram stories, one can take a video with the

child singing or playing along on their own instrument. This will make them feel like a star and

boost their excitement to keep playing.

2.5.4 Some Teachers see music as chaotic

When it comes to teaching music, teachers must be ready for a little chaos (Johnson, Christie,

and Yawkey, 1987). Remember, little ones don’t like to sit still long. While one might develop a

list of possible lesson plans, sometimes one just have to throw those ideas out the window.

If one's group of learners expresses interest in a specific game, give them the chance to show off

their excitement. This will keep them engaged for the long term and excited about class in the

future.

For small groups, let everyone pick an instrument. Have them create a little band of their own

and have the class play music together. This can teach learners that different instruments can

come together to produce an entire song. If the children are starting to get a little restless with a

specific lesson plan, change it up. Have a few new activities up one's sleeve, just in case. That

way, one can rekindle their interest by teaching them something new!

2.6 Summary of the chapter

The chapter reviewed literature related to the study. It looked at what the basic note values are as

well as how to teach these notes to little ones. It then looked at the importance of basic note

values to learners before turning to the challenges faced by teachers in teaching basic note values

xxii
as well as the possible solutions. The next chapter outlines the methodology employed in this

study.

CHAPTER THREE:

RESEARCH METHODOLOGY

3.1 Introduction

This chapter focuses on the research methodology for this study which is qualitative by looking

at the research design, study participants or sample, sampling procedures used, data collection

procedures as well as data presentation and analysis procedures. Haralambos and Holborn (1995)

say that methodology is concerned with both the research methods used to collect the data and

the more general procedures and philosophies upon which the collection and analysis of data are

based.

3.2 Qualitative Methodology

This study employed the qualitative research methodology which according to Borg and Gall

(2000) is designed to reveal a target audience’s range of behavior and the perceptions that drive

it with reference to specific topics or issues. It uses in-depth studies of small groups of people to

guide and support the construction of hypotheses. The results of qualitative research are

descriptive rather than predictive. Sushi (2000) defines qualitative research as something

designed to reveal a target audience’s range of behavior and the perceptions that drive it with

reference to specific topics or issues. It uses in-depth studies of small groups of people to guide

and support the construction of hypotheses. The results of qualitative research are descriptive

xxiii
rather than predictive. This methodology was chosen because the researcher was targeting the

use of music in developing auditory memory in five year olds.

Qualitative research also gives the opportunity to observe, record and interpret non-verbal

communication i.e., body language, voice intonation as part of a respondent’s feedback, which is

valuable during interviews or discussions, and during analysis (Sushi, 2000). In this study the

researcher got an opportunity to observe the pupils as they were involved in the musical

activities given to them. In this way the researcher was able to judge whether the pupils’ auditory

memory was developing through music or not.

Lastly qualitative research gives the opportunity to engage respondents in “play” such as

projective techniques and exercises, overcoming the self-consciousness that can inhibit

spontaneous reactions and comments (Sushi, 2000). This was crucial for this study as some of

the participants were still very young and shy in some instances. Overcoming self-consciousness

attracted the researcher to use the qualitative research methodology.

3.3 Research Design

Zikmund (2003) defines research design as a master plan specifying the methods and procedures

for collecting and analysing the needed information. A research design is concerned with turning

a research question into a testing project. According to Dogbert (2010) research design is the

strategy, the plan and the structure of conducting a research project. The best design depends on

the research project. Every design has its positive as well as negative sides. Thomson (2006)

states that the research designs can be considered as the “blueprint” for research dealing with

four problems which are: what questions to study, what data is relevant, what data to collect and

how to analyse the results. According to Sushi (2000) a research design can defined as the

xxiv
arrangement of conditions for collection and analysis of data in a manner that aims to combine

relevance to the research purpose with economical procedures. Therefore a research design is a

plan for choosing research method and data collection procedures in order to find out a solution

and evaluate research question(s).

This study employed the case study research design. Borg and Gall (1983) define a case study as

an intensive study of a single case which involves investigation of a particular contemporary

phenomenon within its real life context. Scott (1985) says that a case study is a process or record

of research in which detailed consideration is given to the development of a particular matter

over a period of time. Therefore, a case study is a method of observing a small sample in order to

determine outcomes, for example, a group of pupils were watched over a period of time to

observe the progression of their auditory memory.

A case study was preferred for this study because it produces more in depth comprehensive

information. It emphasises on looking at variables in their natural settings and in the case of this

study teaching and learning of basic note values in a classroom situation. Vin (2003) says that in

a case study a researcher can be directly involved as was the case in this study thereby resulting

in gathering more data. Gerring (2000) says that with a case study data can be collected in

numerous forms and the data is considered reliable and here the researcher used observations as

well as interviews. Searte (1999) says that case study permits investigation of otherwise

inaccessible situations. This study in keeping with the above will examine in detail the effects of

music on the teaching and learning of basic note values.

3.4 Population of the study

xxv
Jackson (2000) defines population as that group about which the researcher is interested in

gaining and drawing the conclusions. Population is the total number of people or of animals

living in a particular area or country (Oxford Advanced Learner’s Dictionary, 2010). Therefore

the word population means a large collection of objects or people that are on the research. The

study was carried out Ruware Primary School mainly because of convenience to the researcher

as she was based at the school for her Teaching Practice. The population of the study constituted

of the whole Ruware primary school pupils and teachers.

3.5 Sample and sampling procedures

Cohen (1991) says that sampling is whereby every member of a population has an opportunity to

be included in a sample. Canhao et al (2003) see a sample as a small part of a population chosen

for observation. These opinions taken together indicate that sampling is a process of picking

individuals as representations from the large group. The researcher employed the non-probability

sampling procedure which was convenient sampling.

3.6 Data Collection Instruments

The study employed three methods of data collection. These are in-depth interviews,

observations and secondary data.

3.6.1 In-depth interview

An interview is a formal meeting in which one or more person consults or evaluates another

person. Wesley (1994) state that an interview is a more natural way of gathering data

involving an interviewer and an interviewee for the purposes of gathering meaningful data

which answers certain questions. Therefore an interview can be defined as a formal meeting

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 for the purpose of collecting information for documentation. The researcher interviewed five

infant teachers who were teaching grade two classes at this school.

One reason for using interviews for this study is that it gives correct information to the

researcher since the interviewer and the interviewee speak face to face. The interviewer can

read the body language of the interviewee and be able to judge whether the interviewee will

have remembered what will have gone on during the musical activity and whether this was in

a logical manner or incoherent. It also gives the interviewer an opportunity to ask the

teachers further questions so that the researcher would be convinced on whether the teachers

truly understand what they are teaching.

3.6.2 Observations

Kasambira (1993) defines observation technique as the process of learning and gathering facts

and how to act by watching behaviour of organisms without the systematic manipulation of an

independent variable. Wood (2001), states that, observation technique is a method based on

watching and analysing the behaviour of others. Therefore observation technique can be viewed

as a method based on analysing the behaviour of organisms in order to attain the information

needed. However, for the purpose of this study, the researcher employed participant observation

which meant that she participated in the musical activities whilst observing the behaviour of

pupils as they were being taught.

According to Jailing (2012), participant observation is a structured type of observation or

research strategy that is widely used in many disciplines by which an investigator (participant

observer) studies the life of a group by sharing in its activities. Haralambos et. al. (1998) state

that participant observation is a process in which involves watching and listening to pupils whilst

xxvii
at the same time joining in their daily routines and activities. Therefore participant observation is

a form of research methodology in which an observer understands the contextual meanings of

events through participatory and observing as a subject in the research. The researcher planned

and taught four lessons under the topic basic note values.

Through participatory observation the researcher aims to gain a close and intimate familiarity

with a given group of individuals through an intensive involvement with people in their

environment as cited in Oregon (2012). Participant observation is of helpful to the research

because it provides the context for development of sampling guidelines and interview guides.

3.6.3 Advantages of participant observation

According to Tuckman (1994) participant observation gives access to natural settings. That is it

enables the researcher to gain access to social groups who would otherwise not consent to being

studied. It helps the researcher who seeks to understand the subject of study in a holistic manner.

According to Jailing (2012) participant observation affords access to the “backstage” culture.

That is it allows for richly detailed descriptions. It also provides the researcher with opportunities

for viewing or participating in unscheduled events. It improves the quality of data collection and

interpretation and facilitates the development of new research questions and hypothesis.

Burgess and Kemp (1994) provide several advantages of using participant observation over other

methods of data collection. These include that the researcher gains access situations that would

remain closed and therefore gets a better idea of experience under investigation. The researcher

employed participant observation because it made the pupils participate with eagerness as they

saw the researcher leading in the musical activities. This means detailed and in-depth knowledge

of the situation which can be gained and qualitative data is also produced.

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Participant observation gives true information about certain behaviours and there is a repetition

of activities. In participatory observation the answers are directly discovered by the researcher.

That is it enabled the researcher to choose appropriate musical activities meant for the teaching

and learning of basic note values.

3.6.4 Disadvantages of participant observation

Denmuck and Sobo (1998) postulate that during participant observation, if pupils observe or

know that they are being observed this will likely alter their behaviour to present themselves in a

more desirable manner which will in turn disturb or distract the results being expected. During

participant observation, it is also difficult for the researcher to record data, to replicate and be

objective whilst watching the participants doing the activities. Furthermore the researcher may

develop sympathies for the pupils being studied. That is the observer may influence the

participants and can cause effect when they infer. The researcher may also develop an

exaggerated bias for or against the group being observed.

The researcher must be more interested in who is observed, when they are observed, what is

being observed and how the observations are recorded.

3.6.5 Secondary data

This was gathered from the progress record books, schemes of work and lesson plans. These

gave the true picture of what was happening in the lessons that were taught and levels of the

pupils at the start of the study as well as at the end of the study. The researcher needed to analyse

these in order to make an inference on whether there would have been some noticeable changes.

3.6.6 Record books

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Record books such as schemes, lesson plans and progress are tools used to provide information

regarding what transpired during lesson delivery and tests given. In this research the researcher

used progress record book to check the progress of the child during music lessons. Also the

scheme was used to check on topics taught during the term and lesson plans were used to check

whether children were taught the schemed work and following the scheme.

3.7 Research ethics

These are methods, procedures, or perspectives for deciding how to act and for analysing

complex problems and issues (Sushi, 2010).

3.7.1 Respect for Persons

Individuals were treated as autonomous agents. The researcher ensured that the subjects had

received a full disclosure of the nature of the study, the risks, benefits and alternatives, with an

extended opportunity to ask questions. Also people with diminished autonomy were entitled to

protection, e.g., young children as those who participated in this study.

3.7.2 Beneficence

This is whereby the researcher would maximize possible benefits and minimize possible harms.

The researcher gave forethought to the maximization of benefits and the reduction of risk that

might occur from the research such as mockery from other pupils when a child sings in a

discordant way.

3.7.4 Confidentiality

Confidentiality means that any identifying information is not made available to, or accessed by

anyone but the researcher. Confidentiality also ensures such identifying information is excluded

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from any reports or published documents. All the data gathered during this study was treated

with confidentiality.

3.7.5 Anonymity

Anonymity is a stricter form of privacy than confidentiality, as the identity of the participant

remains unknown to the research team. This is more difficult to achieve than confidentiality as

participants in the context of social research are usually known to the researcher. In reporting the

data all the participants will remain anonymous. As such participants will be given pseudo-

names throughout the report. This is meant to protect their identity.

3.8 Chapter Summary

Chapter three was able to elaborate on the research methodology used by the researcher. It stated

the research design, population, location of the study, sampling procedures; interviews and

observations as well as logistical and ethical considerations were used as research instruments. It

also focused on the data analysis procedures which show how data collected will be analysed.

The next chapter focuses on data presentation.

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 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1 Introduction

The major purpose of this study was to find out how best we can teach basic not values to grade

two learners. The chapter presents data gathered through interviews, observations and analysis of

records. Data is presented narratively and in tables to come up with how best learners can be

taught basic note values at a Primary school in Chitungwiza. The presentation of data is guided

by the research questions outlined in Chapter one.

4.2 Analysis of interviews

Question 1

What do you understand about basic not values?

On answering this question, 60% seemed to be ignorant about musical notation. Only 40% was

knowledgeable. This clearly showed that these teachers are not even teaching Theory of Music

as per the demand of our ministry. The grade two teachers were not aware of the whole note, the

half note, the quarter note, the quaver or the semiquaver. This meant that the teachers could not

teach something they were not aware of themselves as they are supposed to be the more

knowledgeable other in the classroom with the learners being the less knowledgeable ones.

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Question 2

What kind of media do you use when teaching basic note values to your learners?

In addressing this question 80% of the teachers use hand clapping to teach basic note values and

20% attempts to use percussion instruments and other ICT gadgets. According to Carabo Corn

method learners should manipulate objects as they learn through play and the Boss School

method if of the opinion that learners must be well versed with ICT gadgets so that they learn

things that are practically oriented. In this case it means teachers at this school are lagging

behind in terms of teaching young learners. The infant teachers said that they did not plan the

teaching of basic note values as they said this was beyond the comprehension of the learners. But

this planning pays off and can make one's teaching far more effective. To them selection of

simple songs which the learners could master was more important than anything else. In fact, the

teachers were using nonsensical songs more than anything. The basic note values were not part

of the teaching and learning process.

Question 3

How many music concepts do you teach per lesson?

All teachers which is 100% confessed that they teach as many as they as wish depending on

children’s interest. They said as long as learners still enjoy they will introduce new notes. This is

against music educators who say teach one concept at a time. Introducing many concepts will

xxxiii
confuse learners and the lesson will not flow. It will be very difficult to develop a lesson with

different concepts. This clearly shows that there will be no learning but enjoyment of singing and

time pulling.

Question 4

What kind of activities do you engage your pupils when they learn note values?

Only 40% of the teachers admitted that they use percussion instruments and body percussion

when teaching rhythm. They said they saw the advantage of using them since children

understands the concept better. The rest 60% said they teach rhythm with or without media

which left the researcher in doubt as to whether media is being made use of at all.

80% said they use rote and they said its advantage is that one covers a lot of ground through rote

teaching. I see this as a disadvantage to use rote teaching because children will not understand

what they are learning and it’s not proper to teach them without manipulation of objects. The

remaining 20% uses a variety of media in teaching basic not value because they found it very

useful to infant learners. According to Dalcroze approach no music lesson is taught without

media since it’s a practical subject.

Question 5

Do you enjoy teaching theory of music to your class? Support your answer

All the teachers said they enjoy teaching music because music makes children relax their

muscles and makes them enjoy their selves. This gave the researcher the impression that teachers

xxxiv
teach music for a lot of wrong reasons. The researcher also discovered that teachers do not

understand what theory on music is.

Document analysis

Progress Record book

According to the researcher’s observation, the record book reflected that not much materials

regarding music were available except in one grate two class where there were a variety of

musical instruments. Children love to play with instruments as they discover new things when

playing. This will improve children’s listening skills and manipulative skills. Children from other

classes have not developed as compared to the class with musical instruments.

Schemes of work/lesson plans

The researcher got not much information about the above record. Instead the researcher checked

on the teachers’ schemes and lesson plans to see whether the teachers are scheming theory of

music. Teachers were following their syllabuses and scheming music as should be done. The

problem comes to planning, they avoid theory of music and stick to singing and dancing which

do not stress them. This is disadvantaging learners who should be benefiting from theory of

music lessons.

Participant Observation

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The class was asked to clap to crotchet after observing the teacher’s demonstration. As they clap

and say “taa” they were asked to walk the “taa”. The teacher used several body percussion to

accompany the “taa” and children were over excited about everything. The objective was to

make children respond to the pulse of a chant and a song using body percussion and unpitched

percussion. Children were asked to march, chant, clap, snap, kick and do any movements they

can make but within the pulse of the song. It was very surprising to note funny and other difficult

movements which were created by learners. They really had the sense of rhythm even though

they were unaware of the types of notes they were exercising. It became quite easy to get the

song’s pulse later since their bodies were ready and they were eager to learn what they thought

was exciting. Through children’s reactions it became so openly to the researcher that it was

children’s first time to be taught using their body movements. These children were very creative.

For the next lesson learners were asked to clap to the value of a minim but following same

activities of the first lesson. This was done for quavers then the semibreve. After they were able

to clap all the values of taught notes then they were given percussion instruments to sound the

note values learnt. The researcher had the objective to make learners play various basic note

values using their percussion instruments. This was so exciting and learners could quickly grasp

the concept easily since they used instruments to execute rhythm notes. They were given a

mixture of different note values and they were able to give them their proper values. The

following were the rhythms they were given to clap as an exercise.

1. …………………………………………………………………………………………

2. …………………………………………………………………………………………

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 3. ………………………………………………………………………………..................

4. ………………………………………………………………………………..............

5. …………………………………………………………………………………………..

6. Below is a table showing results of the rhythms that were clapped by the grade two

learners.

Table 1

Rhythm number Number of percentage N0 of children Percentage

children who did who failed

well

1 20 80% 5 20%

2 18 72% 7 28%

3 15 60% 10 40%

4 22 88% 3 12%

5 16 64% 9 36%

The above table shows results of rhythms given to learners at the end of the teaching. Their

results were very positive. Rhythm one and four were very easy for learners since the notes were

in an order from simple to complex. Rhythm five was the most difficult since it combined all the

notes they learnt in a month’s time. Those who failed to clap the rhythms were confusing minims

xxxvii
with crotchets and quavers with crotchets. They could clap some notes and fail others but in the

same line showing confusion. Teaching using media and in a play way method reduced boredom

and increased the eagerness to learn and enjoyment in learners.

General Observations

Through general talks the researcher observed that most teachers, from the head have a negative

attitude towards the learning of music. Even children’s reactions showed that they do not learn

music. The grade two time table had music as last periods towards lunch time. My observations

are that there was no evidence of music learning in almost all grade two classes. In their learning

centers there were no musical instruments or any drawings for music. This was enough evidence

to support negligence of music teaching later off theory of music.

4.3 Summary

In this chapter the study’s findings were presented, analyzed and discussed on the teaching of

basic note values at grade two level. Generally teachers lacked knowledge and skills in the

teaching of basic note values. Upon interviewing them the main weakness was in their training as

teachers as they confessed that during their teacher training they had not got into the details of

the various note values even though they said that they were aware of the basic note values. It

was also found out that teachers cannot select teaching materials to use during theory lessons.

Also what they call theory of music lessons were never taught but just allow learners to sing

xxxviii
songs of interests. It was noted that the learners were enthusiastic about learning basic note

values. A number of challenges were also noted in the teaching and learning of basic note values.

The next chapter presents major findings, conclusions and recommendations of this study.

CHAPTER FIVE:

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

The study was guided by the following research questions: How can basic note values be taught

to grade two learners? Why should basic note values be taught to infants? What are the

challenges faced by infant teachers in teaching basic note values? What are the possible solutions

to the challenges faced by these teachers in teaching basic note values? The chapter will give a

summary of the findings, give conclusions and make recommendations.

Summary of the research study

This project was aimed at analyzing the teaching of basic note values at grade two level. The

background to the problem was indicated and highlighted in the context in which the study was

carried out. The main aim of the study and its justifications were discussed. The purpose its

limitations and delimitations were also given.

xxxix
The grade two teachers responded to interview questions. Participant observation was also used

to collect primary data. It was found that pupils enjoy learning using a variety of media. It was

also found out that concepts are easily grasped by children when they learn in a play way

method.

From data presentation, it was also observed that teachers lack knowledge when teaching rhythm

and it was clear that children love to manipulate objects and they did not want to share these

objects. Teaching basic note values using percussion instruments will increase their span of

attention for they will be learning as they play. This project has clearly revealed that teaching

theory of music using percussion instruments should not be ignored at all. Learners performed

well when they were taught using concrete media.

5.3 Summary of findings

The study found out that the grade two teachers did not understand that each music note written

on the stave has duration (length). Upon interviewing them the main weakness was in their

training as teachers as they confessed that during their teacher training they had not got into the

details of the various note values even though they said that they were aware of the basic note

values. The study found out that these teachers were monotonous in their teaching. They would

simply make the learners repeat the words of the lyrics. After that they would sing whilst the

learners were listening. Next they would ask the learners to sing with them. Lastly they would

ask the learners to sing on their own. Basically there was no regard of note values nor references

to them. The study had to conclude that songs were being taught but without reference to note

value which was a negligence of duty as infant programmes are meant to introduce learners to all

basics about a course at an early age. This was not being done.

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The study found out that music is the perfect subject for using technology in the classroom,

especially the teaching of basic note values. Sometimes watching a video can make a lesson

more memorable than listening to the same piece of music without a video.

The infant teachers were not aware of the whole note, the half note, the quarter note and the

quaver. This meant that the teachers could not teach something they were not aware of. The

teachers were just teaching the learners a song but not making them aware of rhythm which is

the duration. The learners were being made to learn music through imitation without knowledge

of the technical issues surrounding music. It is therefore this study’s finding that the teacher

training is not doing much in terms of training teachers in as far as music aspects are concerned.

The study found out that grade two teachers were monotonous in their teaching. They would

simply make the learners repeat the words of the lyrics. The study had to conclude that songs at

grade two level were being taught but without reference to basic note values which was a

negation of duty as infant programs are meant to introduce learners to all basics about a course at

an early age.

The teachers said that they did not plan the teaching of basic note values as they said this was

beyond the comprehension of the learners. They all had a negative attitude and exhibited no

excitement about teaching basic note values. What the researcher noted was that the teachers

were very active in their teaching of songs as they even employed action songs. However this did

not include note values even though these could be easily incorporated through actions. In other

words some teachers are not scheming according to the syllabus.

xli
The study found out that the teachers were not employing games and appropriate media in the

teaching of basic note values. The study found out that the learners enjoyed their favorite songs

and they learnt basic note values through them. According to Kodaly note values are taught in

relation to known songs so that children can enjoy learning the new concept. However the study

found out that most teachers lacked knowledge on theory of music therefore found it difficult to

write the basic note values in the songs they were very much familiar with. Use of technology in

teaching basic note values was found out to be very useful. The study found out that group tasks

were less effective as compared to pair work.

The researcher also used a tambourine and other percussion instruments to introduce each basic

note. This was found to be helpful when teaching note values. The learners would repeat the

sound using various items such as drums, jingles, clappers, stick ect. This made the teaching of

basic note values interesting to the learners.

On the challenges of teaching basic note values the study found out that the teachers lacked

enthusiasm in teaching music theory. Further to that music was not being taught regularly and

this affected the teaching and learning of basic note values. Lack of resources was another

challenge as there were not enough percussion instruments for the teaching of basic note values.

5.3 Conclusion

As a result of the aforesaid findings the study concluded that basic note values were not being

taught because the teachers lacked knowledge on theory of music. Using familiar songs to the

learners was helpful in the teaching of basic note values. Lack of resources was a big challenge

faced in the teaching of basic note values.

xlii
The said teachers had a negative attitude and exhibited no excitement about teaching basic note

values. The teachers were not excited and made no attempt at making music teaching and

learning interesting and as such there was little enthusiasm on the part of the learners towards

learning basic note values.

The study found out that the learners enjoyed their favorite songs and songs they are familiar

with. This is what Gibbs (2015) say that all kinds of music can be valuable resources for teaching

and learning basic note values but there are others the learners are interested in. The researcher

concluded that using familiar songs to the learners to teach basic note values was very useful.

Most teachers lacked knowledge on theory of music therefore found it difficult to write the basic

note values in the songs they were very much familiar with.

Use of technology in teaching basic note values was found out to be very useful. Just watching

other little children singing basic note values on a laptop was interesting to them.

Further to that music was not being taught regularly and this affected the teaching and learning

of basic note values. Most teachers teach music as an afterthought even though it was there on

the time table. Lack of resources was another challenge as there were neither enough

tambourines nor drums for the teaching of basic note values. This forced the researcher to

improvise but the sound made was not good enough for the teaching of basic note values.

5.4 Recommendations

In light of research findings and conclusions drawn, the following recommendations are

presented for consideration:

xliii
  Teachers should read theory of music especially on basic note values as this is

the foundation for all music.

 Training of teachers should be more rigorous so as to include a lot on theory

of music as this was lacking in the teachers.

 With the success rate witnessed during this study it is recommended that

school administrators buy musical instruments for all classes which will help

in the teaching of basic note values.

 School administration should buy more learning media for children in line

with practical subjects (music in particular)

5.5 Summary

This chapter highlighted the summary of findings, the drawn conclusions of the research and

possible recommendations were made to the teachers and according to the findings of chapter

four and the summary of the whole project was given.

xliv
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