Original Research - Special Collection: Life Orientation or Life Disorientation

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

Rechallda J. Mouton, Janelize Morelli
The Journal for Transdisciplinary Research in Southern Africa | Vol 17, No 1 | a1094 | DOI: https://doi.org/10.4102/td.v17i1.1094 | © 2021 Rechallda J. Mouton, Janelize Morelli | This work is licensed under CC Attribution 4.0
Submitted: 31 May 2021 | Published: 28 September 2021

About the author(s)

Rechallda J. Mouton, Musical Arts in South Africa: Resources and Applications (MASARA), School of Music, Faculty of Humanities, North-West University, Potchefstroom, South Africa
Janelize Morelli, Musical Arts in South Africa: Resources and Applications (MASARA), School of Music, Faculty of Humanities, North-West University, Potchefstroom, South Africa


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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.

Keywords

South Africa; life skills; intermediate phase; well-being; conceptual framework; musicking; music education.

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