Learning Music Through Rhythmic Movements in Malaysia

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 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 in Film’ for Gifted Students: The Effect of Differentiated Learning on Students’ Motivation

“…The researchers attempted to uphold music to a high standard through this study when integrating technology and music. As music has normally been taught physically and practically (Ismail et al, 2021;Md Jais et al, 2020), this enrichment activity opens a new paradigm to explore music through technology and offer new learning experiences. The researchers believe the product of the present study will serve gifted students in three fields, including computing skills, music skills, and comprehending the element of creative arts.…”

“…By considering every student's ability, teachers need to develop personalized instruction so that all students can master a topic effectively. Gifted students, like other children, need space and time to understand a topic and further develop their skills to the highest level (Ismail et al, 2021). Through differentiated instruction, students may learn within their diverse classroom community of learners to acquire content and process and relate ideas in their ways.…”

MENEROKA TINGKAH LAKU UNIK PELAJAR PINTAR CERDAS BERBAKAT AKADEMIK (Exploring Unique Behavior of Gifted Students with Academic Talented)

“…Hal ini selari dengan kajian Md Jais et al (2018) yang membuktikan pelajar pintar cerdas mempunyai kecenderungan bermain instrumen muzik, membuat persembahan kesenian, menyanyi dan meneroka teori muzik. Muzik juga dikatakan sangat sesuai untuk pelajar mengekspresi perasaan, meningkatkan kreativiti, dan menggilap bakat (Ismail et al, 2021).…”

A Rhythmic Activity Learning Model Based on Javanese Traditional Dance to Improve Rhythmic Skills

“…Rhythmic activities in elementary schools aim to increase rhythm sensitivity and provide the experience of dance movements as a means of expression [1]. There are three forms of dance that can be given to students, namely singing dance, folk dance, and creative dance [2]. Rhythmic activity is the development of rhythmic movement skills and the art of rhythmic movement as well as the development of aspects of knowledge that are relevant to positive values.…”

“…Javanese traditional dance is a dance that is born, grows and develops in Javanese society and is passed down or inherited continuously from generation to generation, or in other words, as long as the dance is still appropriate and recognized by the population, including traditional dances [8]. Javanese traditional dances, such as the Angguk dance, Gambyong dance, Jathilan dance, Bedaya dance and many more were born as folk dances as a result of processing various aspects, namely, social, cultural, and historical aspects that grew up in Javanese society [2,9]. This dance has certain values, including as a means of interaction between society and entertainment.…”