This study aimed to develop "Instruction of Learning by Utilizing Percussion Instruments and Rhythm" on the students enrolled in the 7th curriculum, and to explore the positive meaning in each area of realizing the goals of music and curriculum of the 2007 revised curriculum. Playing the percussion ...
This study aimed to develop "Instruction of Learning by Utilizing Percussion Instruments and Rhythm" on the students enrolled in the 7th curriculum, and to explore the positive meaning in each area of realizing the goals of music and curriculum of the 2007 revised curriculum. Playing the percussion instrument is different from other instruments in that it does not require performance techniques, which allows anyone to play the instrument without much difficulty. Not many classes utilize the percussion instrument, which is why the study focused on finding ways to use the instrument in teaching rhythms. The introduction of the study deals with the need for research and its objective, research context and methods. The body of the study explains the middle school music curriculum, the instructor's performance and music education, the definition of musical rhythms, different types of percussion instruments, and ways of teaching that utilize rhythm and percussion instruments. Rhythm is defined by the musical passage, dynamics, and tone. Rhythm is obviously expressed in the psychological time frame of music through performance, and the notes are continuously played. Rhythm is categorized into measured rhythm, metronomic rhythm, and free rhythm. The study shows several types of percussion instruments with pictures, and has explored ways of teaching rhythm using a plastic cup to play the rhythms by applying the Dalcroze (Jaques Dalcroze), Kodaly (Zoltan Kodaly), and Orff (Carl Orff) methods to approach the challenge. The researcher has conducted music practicum in the class setting using the cup method and the research on teaching rhythm with percussion instruments. Positive findings were obtained in middle school students' level of interest, rhythmic sense, concentration, patience, attentiveness, social skills, and self-control abilities. Based on the research findings, further studies should strive to coming up with ways of making various percussion instruments that can be made easily by music instructors and institutions, and ways of integrating percussion instruments into the lessons when conducting music classes.
This study aimed to develop "Instruction of Learning by Utilizing Percussion Instruments and Rhythm" on the students enrolled in the 7th curriculum, and to explore the positive meaning in each area of realizing the goals of music and curriculum of the 2007 revised curriculum. Playing the percussion instrument is different from other instruments in that it does not require performance techniques, which allows anyone to play the instrument without much difficulty. Not many classes utilize the percussion instrument, which is why the study focused on finding ways to use the instrument in teaching rhythms. The introduction of the study deals with the need for research and its objective, research context and methods. The body of the study explains the middle school music curriculum, the instructor's performance and music education, the definition of musical rhythms, different types of percussion instruments, and ways of teaching that utilize rhythm and percussion instruments. Rhythm is defined by the musical passage, dynamics, and tone. Rhythm is obviously expressed in the psychological time frame of music through performance, and the notes are continuously played. Rhythm is categorized into measured rhythm, metronomic rhythm, and free rhythm. The study shows several types of percussion instruments with pictures, and has explored ways of teaching rhythm using a plastic cup to play the rhythms by applying the Dalcroze (Jaques Dalcroze), Kodaly (Zoltan Kodaly), and Orff (Carl Orff) methods to approach the challenge. The researcher has conducted music practicum in the class setting using the cup method and the research on teaching rhythm with percussion instruments. Positive findings were obtained in middle school students' level of interest, rhythmic sense, concentration, patience, attentiveness, social skills, and self-control abilities. Based on the research findings, further studies should strive to coming up with ways of making various percussion instruments that can be made easily by music instructors and institutions, and ways of integrating percussion instruments into the lessons when conducting music classes.
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