Although there are, as always, numerous off-site extra-mural activities offered to the youngest school-goers, there is an increasingly wide range of intra-mural programmes supportive of the school curriculum or of personal development, writes Anne Schauffer.
We all know parents who spend their afternoons driving their young children to extra this and that, every day of the week, relentlessly. It begs the question, “Why?” Is it necessary, or should the children have more time out?
Gail King, headmistress of Montpelier Pre-primary School, reminds us, “We had a very different childhood to the children today. We walked or cycled to school, played out in the streets until late, didn’t have television or technology which kept us indoors – so for starters, being outdoors is not nearly as much an integral part of their lives as it used to be of ours. Outdoor activities are often something parents have to orchestrate.” Gail also points out that, without overdoing it, extra-mural activities certainly can and do have value: “Children learn to commit to one or other hobby or interest, and by having a range of them, choose what appeals to them.”
There are, of course, important distinctions between the various motivations behind taking extra music, cricket or drama (remedial classes aside). For young children, those choices are often parent-driven. Are extra–mural classes about achieving excellence, or about experiencing joy and satisfaction in the mere doing of it? A child’s reaction to it will usually answer that quite swiftly, but there’s certainly a life lesson in how commitment to a task is essential for success. Messing about creatively with paint at an art class is satisfying and rewarding enough – it’s not about winning the art prize or even later doing art for matric.
Likewise with music. A practising musician, Mike Mazzoni has been teaching drums and percussion as a school extra-mural for 30 years. “Children find drumming exciting. To get a half-decent sound out of a drum doesn’t take nearly as much discipline as, say, a violin or piano.” He’s endorsing what Michel Schneuwly, principal trumpeter of the KZN Philharmonic Orchestra, had to say.
Michel’s taught music for many years. Today, there are quite simply far fewer students: “Learning a musical instrument takes real commitment, long repetitive hours, and discipline – there’s no shortcut. But that’s totally contrary to the way the world operates today. Everyone wants instant gratification, the fast-track to success. Few are prepared to put in the hours.”
Mike’s drumming classes always begin as one-on-one lessons, so skills are built at the learner’s own pace, nothing competitive: “No one is judging them, and they know that. If you start with a group, and one individual progresses faster than another, that youngster becomes despondent and likely to give up.”
He says children benefit in so many different ways from playing the drums: “Most can see and feel they’re making progress, and in that way, feel good about themselves and grow in confidence.” Many of the schools at which Mike teaches have percussion bands, and once skills have been learnt, many children enjoy that group collaboration: “Bring someone into an ensemble, they’re part of a team and they grow. Even some who’ve been reticent, come out of their shells when part of a group.” But not all: “Some don’t want to join up with others or compete in competitions, they play purely for themselves. It’s their outlet, and – as one child said – ‘I don’t want to be put on trial’.”
Mike watches his students develop in different directions, not just their skillset, but their joy: “No matter what you do, there’s always a great deal of pressure to be the best. Fact is, in life, there’ll always be someone better than you, so best learn that early. That doesn’t mean you can’t strive to do – or be – your best, or really enjoy what you’re doing. It’s not about passing or failing, this is about getting something out of it.”
Mike has a heap of letters from children (and parents), talking about their experience with drums: “Sure, some dream of going on to be in bands, others leave them behind when they leave school, and others still go on to learn other instruments after drums. But the joy was had, their sense of timing (and maths) was enhanced, self-esteem grew – and many of the more serious ones developed or discovered their sense of humour! Watch how their facial expression changes when they’re concentrating on maintaining a rhythm, and you introduce a cow bell.”
Mike laughs, “A drum is the most unsociable instrument there is. Ever heard of anyone serenading someone under their window with a drum?” But as he says, “It’s creative, accessible, great stress relief, very physical, and for some, a real outlet from a situation in which they’re struggling. It could be that they’re not good at sport and feel ‘lesser’, or they’re having mental health issues. Drumming tends to have a bit of a rebel image to it, and it gets kudos from the other children.”
For children, it’s about finding their passion, and with young children, it’s usually parents who help them there. As Gail says, just as life outside school has changed, so too within its doors: “Exposure of children via the school to so many outdoor, environmental and cultural experiences has been made tricky. There are strict departmental rulings around transporting children off the property, so now, many of those extra-murals come to us. There are wonderful little businesses focusing on different aspects of child education, and they bring their knowledge and experience to us – whether it’s snakes, creepy crawlies, or balancing equipment.”
Heather’s Puppet World has been in operation countrywide for 40 years, and she and daughter Jane, fully qualified teachers, tour the country with the puppets, props, and scenery: “We see great advantage in drama and music, and our shows are fully interactive. We have several shows on environmental topics: Saving Our Planet, Under The Sea, Wonderful Water, and Safari Fun, all around conservation, saving the rhino, and protecting our oceans.”
The content rolled out at pre–primary schools falls under the national curriculum, so at Montpelier, movement, music, and environmental play are all part of daily activities. But what about outside the school?
Clearly, those parents who are “bush” people, will take their young children regularly to game parks, and they’ll grow up with an understanding and appreciation for the environment, wildlife and so on. More and more regional nature reserves, organisations like Green Corridors, freelance trails guides and others offer nature-based outdoor education opportunities for children. Increasingly, a strong connection to nature is considered at the very least, vital for good mental and physical health, and at the most, educational in terms of seeing and understanding what is impacting our planet and how our actions play a positive or negative role in our own destiny.
The Wildlife Environmental Society of South Africa (WESSA) runs a programme with the support of the Department of Basic Education, namely Eco-Schools, an international programme active in 78 countries, with over 1 200 registered SA schools. “It’s the biggest environmental movement globally,” says programme manager Cindy-Lee Cloete. “Essentially, young people learning about their natural surroundings and how they can improve it. Each project is flexible and dynamic, so a school can work within its own parameters. We encourage schools to find innovative solutions to challenges – for example, a vertical garden if you lack space – but we’re also there to advise. We’ve even looked at spaces within the community which they could occupy.”
Numerous KZN schools are members, and some have taken their nature connection to wonderful heights, from recycling to income-generating veggie gardens. The Eco-Schools programme encourages schools to rather integrate conservation/environment into all subjects, so young people are immersed in an holistic vision of the environment and its impact.
Drumming, ballet, ball skills or bird-watching. This is a time for young children to explore wonderful new worlds, build confidence, learn life lessons, and hone in on, and identify, what gives them joy and satisfaction. And it doesn’t have to be stereotypical ballet for girls, and drums for boys! Let them find their happy place.