Purpose – Music class should function as a class that triggers joy and a platform for students to express their feelings. Based on observation, there are music teachers who teach singing and playing musical instruments traditionally based on teacher-centered approach. This has caused music classes to become passive and dull, with unexcited students that would cause them to be out of focus in the class. The purpose of this research is to investigate the application of rhythmic movements, using one of the components from Dalcroze’s Eurhythmics as an activity to develop active and fun music classes, hence to improve students’ music performance skills. Methodology – The study was carried out within the framework of a ten-week action-research design involving 35 primary school students at Putrajaya, Malaysia. Data collection was through group observation on students’ musical behaviours. Researchers also conducted an in-depth interview with rhythmic movement experts. Findings – Result shows that there is a significant changing of musical behaviours among primary students from week 8 to week 10. Experts agreed that rhythmic movement can create a meaningful music class with an active participation by students. There are three rhythmic procedures recommended by the experts to strengthen a music class pedagogy. Significance – Learning music through movements has turned music class into active and fun. Rhythmic movement activity makes this intention to become more meaningful. The study helps students to explore music through movements while they have the chance to play, communicate to each other, learn through observation and express their creativity in their own way. This intervention helps students to grasp almost all the music concepts while doing activities. This study also provides ideas for teachers to integrate rhythmic movements in music instructional process. Keywords: Dalcroze Eurhythmics, rhythmic movement, music education, qualitative, primary students, singing, playing percussion.
Music education is a subject that is generally thought to have much physical activity involved. However, virtual learning has been mandatary applied to most schools worldwide due to the COVID-19 pandemic. The landscape of music learning has had to be switched to online distance learning (ODL), where students learn music virtually using technological tools. Gifted students are among those affected by the implementation of music ODL throughout 2020. Thus, the purpose of this study is to identify the effectiveness of music ODL on gifted students’ motivation. The researchers framed this quantitative study by involving 81 secondary gifted students, aged 13 years, from 13 states in Malaysia. The sample was selected through random sampling, and a preexperimental design was applied to conduct the study. Respondents had been exposed to the music ODL intervention for a month. Data were collected through an adapted questionnaire, namely, the MUSIC Inventory, with a five-point scale. Data were further analysed by descriptive and inferential statistics, integrating two-way MANOVA, using SPSS Statistics version 23. Results reveal that an ODL approach to music classes is significantly effective to enhance gifted students’ motivation domains of empowerment, usefulness, success, interest, and caring. Yet, no significant difference was found in gifted students’ genders and locations on the four domains. Different approaches in music teaching could be further explored for music ODL to gifted students in future studies.
Music is not only an important subject in general education, but it particularly serves gifted students who face various psychological issues not encountered by their ‘normal’ peers. Nonetheless, it is found that not all schools are implementing proper music lessons due to the focus on STEM subjects. This paper provides an overview of developing music enrichment activities as an approach to meet gifted students’ needs. Differentiated instruction was used as the main approach to developing a comprehensive music enrichment activity, namely ‘Music in Film’, in which gifted students integrated music and computer skills in completing a given task. Furthermore, a research survey was conducted involving 36 gifted students. The MUSIC Inventory was used to measure their motivation and engagement towards the activity to measure the methods. Five domains—empowerment, usefulness, success, interest and caring—were measured on a 6-point Likert scale. Results revealed that all five domains were rated from moderate to high by the gifted students with a minimum 4.5 mean. Although it can be concluded that this enrichment activity is apt and effective for implementation in gifted education, future studies could look at participants with different backgrounds and demographics. It is hoped that this paper will contribute to designing more enrichment activities with a differentiated instruction approach as gifted students possess high potential in various talents that need to be nurtured.
Music is believed to heal soul. It has been widely practiced to intervene emotional and psychological issues, and further improve students’ achievements. However, music is rarely practiced as intervention for gifted students who suffer from the asynchronous development effects such as burnout, depression and suicide. This study thus aims to explore the prominence of music to gifted students. Data collection were conducted through in-depth interview with 15 gifted students who were studying in GENIUS@Pintar National Gifted Centre, Malaysia. A survey with 64 gifted respondents was administered as a supplementary to support the interview data. Results revealed that music offers assistance to gifted students in four domain areas which are emotion, motivation, self-reflection, and awareness. This study has proven that music has contributed beyond emotional and psychological issues. Music sharpens the traits of giftedness and moulds those gifted students as successors that may contribute to the nation.
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