A conceptual framework of the relationship between musicking and Personal and Social Well-being for intermediate phase learners in the South African context

• Published in: Journal for Transdisciplinary Research in Southern Africa Vol. 17; no. 1; pp. e1 - e8
• Main Authors: Mouton, Rechallda J., Morelli, Janelize
• Format: Journal Article
• Language: English
• Published: Vanderbijlpark African Online Scientific Information Systems (Pty) Ltd t/a AOSIS 28.09.2021; AOSIS (Pty) Ltd; AOSIS
• Subjects: Analysis; Book publishing; Career development; Citizenship; Classrooms; Collaboration; conceptual framework; Curricula; Ethical aspects; intermediate phase; Learning; life skills; Mediation; Music education; musicking; Orchestras; Physical education; Psychological aspects; Skills; south africa; Students; Teachers; Teaching; well-being; New York; South Africa; United Kingdom
• ISSN: 1817-4434; 2415-2005; 2415-2005
• DOI: 10.4102/td.v17i1.1094

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.