LEARNING MUSIC THROUGH RHYTHMIC MOVEMENTS IN MALAYSIA

Md Jais Ismail,Loo Fung Chiat,Azu Farhana Anuar

doi:10.32890/mjli2021.18.1.10

Md Jais Ismail, Loo Fung Chiat + Show 1 more

Open Access

https://doi.org/10.32890/mjli2021.18.1.10

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Abstract

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 the playing of musical instruments based traditionally on a teacher-centered approach. This has caused music classes to become passive and dull, with unexcited students that would cause them to lose focus in the class. The purpose of this research is to investigate the application of rhythmic movements, using one of the components from Dalcrozeâ€™s Eurhythmics as an activity to develop active and fun music classes, hence to improve studentsâ€™ 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 studentsâ€™ musical behaviours. Researchers also conducted an in-depth interview with rhythmic movement experts. Findings - Result shows that there is a significant change of musical behaviours among primary students from week 8 to week 10. Experts agree that rhythmic movement can create a meaningful music class with the active participation of students. Three rhythmic procedures have been recommended by the experts to strengthen a music class pedagogy. Significance - Learning music through movements has turned music classes into active and fun places. Rhythmic movement activity has made music lessons to become more meaningful. This study has helped students to explore music through movements, creating an environment in which they have the chance to play, communicate with 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 has also provided ideas for teachers to integrate rhythmic movements into the music instructional process.

Highlights

Music classes with fun and exciting activities should be a subject anticipated eagerly by students
It has been through our own personal experiences and observations as music educators in primary schools, that we often face the reality that music classes are conducted in an environment that do not promote fun and meaningful learning
Unsynchronized singing and percussion beats caused the class to become noisy and out of control. We realized this had occurred because different rhythmic patterns with applied song rhythm in the skills of singing and playing the percussions were performed which is in line with Md Jais et al (2020)

Summary

Introduction

Music classes with fun and exciting activities should be a subject anticipated eagerly by students. The importance to create an exciting classroom setting is always emphasized, this difficult but common issue in the teaching and learning of music is still unresolved in our education system. It has been through our own personal experiences and observations as music educators in primary schools, that we often face the reality that music classes are conducted in an environment that do not promote fun and meaningful learning. Students were merely exposed to question and answer (Q&A) routines such as ‘What is dynamic?i’s, a‘Wsshigant eids tthoe tmheemanianngdotfhteeymaproe?’naontdgi‘vEexnplaainnyrohpytphomrticunpiatyttetron’e.nIgnagadedwitiiothn, a lot of homewormk oisvaesmsiegnetsd, tpolathyemuasnidcathl einysatreumnoetngtisvaendansyinogpipnotrhtuencitlyastos.eSnugcahgeowbsitehrvmaotivoenmsents, play musical inclsetraurmlyensthsoawndtshiantg tihnetohreectilacsasl. Students were merely exposed to question and answer (Q&A) routines such as ‘What is dynamic?i’s, a‘Wsshigant eids tthoe tmheemanianngdotfhteeymaproe?’naontdgi‘vEexnplaainnyrohpytphomrticunpiatyttetron’e.nIgnagadedwitiiothn, a lot of homewormk oisvaesmsiegnetsd, tpolathyemuasnidcathl einysatreumnoetngtisvaendansyinogpipnotrhtuencitlyastos.eSnugcahgeowbsitehrvmaotivoenmsents, play musical inclsetraurmlyensthsoawndtshiantg tihnetohreectilacsasl. lSeuacrhnionbgsehrvaastiboneesncleeamrlpyhsahsoiwzetdhamt tohreeortehtiacnaltlheearning has been empphraasciztiecdaml oarseptehcatns thoef paramctiucsailcaslpeescsotsno.f Faimgurseic 1lescsaopnt.uFriegsurheo1wcapthtueretsrahdoiwtiothneatlraditional music clamssuhsaisc bcelaesnsphhayssibcaelelny cpohnyfsigicuarleldyfcoornsftiugduernetds. for students

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