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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| It is crucial for every country to sustain and enrich their traditional music as very little written documentation is published. Many have mentioned that traditional music is taught orally through listening, observing, and playing. Skills of playing and knowledge are shared verbally within the community. The objectives of this research are focused on: 1) to identify patterns of playing in Malay gamelan; 2) to identify the techniques of teaching of Malay gamelan; and 3) to evaluate the selflearning module of Malay gamelan in teaching and learning. Observations conducted by the researchers indicate that Malay gamelan music has always been performed differently in terms of technical aspects in playing, especially during classes as well as in competitions. There is no standardized techniques and patterns in Malay gamelan playing. The reason for this because most traditional instruments in Malaysia are still taught orally although there is a guideline to be followed. In order to develop and evaluate the module, ASSURE model of teaching was used to help ensure the efficiency in designing this module. Respondents for this research consist of Malay gamelan experts. Four Malay Gamelan songs were identified; with specific patterns and techniques of playing and were transcribed to form a module with teaching units. The teaching units produced from the research hopes to educate Gamelan Melayu players. |
| References |
Black, J. (2003). Teaching gamelan in general music lessons in a secondary school: An investigation. Retrieved from http://www.music-research-inst.org/subs/im51/jblack.htm Culatta, R. (2013). Assure. Retrieved from http://www.instructionaldesign.org/models/assure.html Donnelly, R. & Fitzmaurice, M. (2005). Emerging issues in the practice of university learning and teaching: Designing modules for learning. In O’Neill, G., Moore, S., & McMullin, B. (Eds.). Aishe Readings (1). Retrieved from http://eprints.teachingandlearning.ie/2917/1/ McCarthy%20and%20Higgs%202005.pdf Gilbert, A. D. (2016). The framework for 21st century learning: A first-rate foundation for music education assessment and teacher evaluation. Arts Education Policy Review, 117(1), 13-18. doi: 10.1080/10632913.2014.966285 Grant, C. (2017). Learning and teaching traditional music in Cambodia: Challenges and incentives. International Journal of Music Education, 35(1), p.g. 5–16. doi: 10.1177/0255761415619394 Green, L. (2009-10). Music, informal learning and the schools. Journal of the Society for Musicology in Ireland, 5. p. 109. Kementerian Pendidikan Malaysia. (2015). Pendidikan Muzik: Dokumen Standard Kurikulum dan Pentaksiran, Tingkatan1. Retrievedhttps://cms.mrsm.edu.my/cms/documentstorage/ com.tms.cms.document.Document_d7da9eb3-ac12c870-38675e41fc664bf1/006%20 DSKP%20Pendidikan%20Muzik%20KSSM%20Tingkatan%201.pdf Masters, G., Thomson, S., Gillard, J., & Schleicher, A. (2018). Teacher: The role of evidence in teaching and learning. Retrieved from https://www.teachermagazine.com.au/columnists/ geoff-masters/the-role-of-evidence-in-teaching-and-learning Shah, S. M., & Masumi, M. A (2016). Teaching traditional music in Malaysian schools: Considering the cultural context. International Journal of Learning and Teaching, 8(1), 69-76. Shazia Jamshed. (2014). Qualitative research method-interviewing and observation. Journal of Basic and Clinical Pharmacy, 5(4), 88. doi: 10.4103/0976-0105.141942 Noah, S. M., & Ahmad, J. (2005). Pembinaan modul: Bagaimana membina modul latihan dan modul akademik. Serdang: Penerbit Universiti Putra Malaysia. Saidon, L. Z., & Nor, S. M. (2015). Penilaian dan pensijilan bagi muzik tradisional Malaysia berdasarkan model peperiksaan muzik bergred antarabangsa. Malaysian Music Journal 4(1), m.s.47-66. |
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