The goal of this study was to investigate intermediate-level viola students' achievements in learning ornament signs using transcriptions of Malaysian folk songs and accompanied exercises for the intermediate viola level. Six Malay, two Chinese and one Indian-Tamil folk songs with incorporated acciaccatura, mordent, trill, glissando, and tremolo Western ornament signs were transcribed and utilised in an Applied Music course as an equivalent supplement to the international educational repertoire. Twelve viola students from the Applied Music course at the Faculty of Music and Performing Arts of the Sultan Idris Education University participated in the study over the course of one semester. The quantitative research method employed the ADDIE model for data collection. The results obtained from the observations during individual lessons and questionnaires indicated that students preferred to learn ornament signs after an audio-visual demonstration. No significant difference was revealed in the students' learning achievements regarding ornament signs except for challenges in sight-reading transcriptions. By learning folk songs, students will develop playing and expressive skills faster. Thus, learning ornament signs through the embellishment of folk songs will strengthen students' skills in reading and executing the ornament signs and help students improve their expressive sense while performing.

A capstone is the scholarly experience at the end of a student's studies which can be in variety of forms or projects, such as a final product, presentation or performance. In the Faculty of Music and Performing Arts, Sultan Idris Education University, every diploma and undergraduate students undergo the capstone project in their final year. This research looked into the Bachelor of Education (Music) undergraduate programme, which focused on the 'Final Performance Project' course. Although the programme emphasizes on producing quality teachers, the capstone project also assist students' transition to employment other than teaching in schools. The research questions focused on the strength and challenges; how it develops holistic individuals and ways to improve the project. This research used the survey method to collect information from the former and final year music students of Faculty of Music and Performing Arts. The result showed that the music capstone project has proved to develop soft skills such as communication, leadership and team work although there were challenges faced by the students in the project. It is recommended that the implementation of capstone project to be carried out in other fields to prepare students before transiting into the industry world context.

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This article will discuss the creation of a repertoire book for beginner-to-intermediate level violin that uses Malaysian folksongs. The book comes with an accompanying compact disc (CD). The article will also present the findings of a research project that trialed the book to ascertain the effectiveness of the book, testing whether the use of folksongs assisted in student learning, exploring the Kodály tenant that traditional folksongs are the ‘native tongue’ of the beginner student, thus assisting the student to more readily relate to it, and learn more naturally.

A high-quality education for children requires that teachers perform their jobs effectively. Aesthetic education, on the other hand, fosters students' creativity and imagination, so assisting them in the development of critical thinking abilities and a heightened understanding of cultural diversity. Therefore, in this study, the influence of teaching tactics, teacher motivation, and the availability of technology on music aesthetic education and teacher performance is investigated, with a particular emphasis placed on the role that teacher's training plays in mediating those relationships. A customized questionnaire was used to collect responses from a total of 375 different music instructors for the study. After applying a structural equation modeling strategy to the data. The survey has 34 statements in it. Using a 5-point Likert scale, respondents had options for each of the assertions. The following factors were evaluated: teacher's training (4 items), technology availability (6 items), teacher motivation (6 items), and teaching strategies (7 things). Five criteria were used to assess music aesthetic education, whereas six criteria were used to assess teacher performance. We surveyed in English, as was the original questionnaire. With 30 individuals who shared comparable features, a pilot research was conducted, and the final sample was used to assess the questionnaire's dependability. The results showed that music aesthetic education and teacher performance are highly impacted by teaching methodologies, teacher motivation, and the availability of technology. In addition, the research concluded that the training of teachers plays a moderating function in the connection between the aforementioned elements and music aesthetic instruction as well as teacher performance.