The vast majority of young South African children grow up in socially- and economicallychallenging settings. These impeding conditions hamper their intellectual growth and affect their physical, mental, emotional and spiritual well-being. Increasingly, mindfulness is being recognised as a means to enhance holistic well-being of children. Likewise, music is widely acknowledged for its potential contribution to the holistic development of children. In this article, we reflect on a non-formal music programme, implemented on a weekly basis over a period of 10 months, at an aftercare facility in an impoverished township area in South Africa. Our aim was to develop, through the children’s active participation in music activities, some aspects of mindfulness. Data were generated through personal observations, field notes and semi-structured interviews. Two salient themes emerged, namely, enhanced awareness of self and others, and improved listening and attention skills. These are key aspects of mindfulness. We subsequently argue that aspects of mindfulness in young children can be developed through focused activities centred on music and sound.
In this article, the power of musical sound and its transformative effects on human beings are explored, as perceived since ancient times and discussed in recent literature. An evolving research project is then reviewed, with a group of primary school children from disadvantaged backgrounds with no prior formal musical training.In essence, the aim of the study in progress is to determine how musical sound can be used to facilitate mindfulness, develop wholeness and facilitate the holistic growth of young South African learners, especially those from deprived backgrounds.Initial findings suggest that when musical sound experiences are included in everyday education of young learners, there are moments of joy, spontaneity, a sense of unity and well-being. The listening capacity of the children in the group has refined and performance levels at school have improved.
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