7/25/2019 (HIDALGO) Music Education in Primary and Secondary Schools

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By Juan Carlos A. Hidalgo

7/25/2019 (HIDALGO) Music Education in Primary and Secondary Schools

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Music in the Philippines

- change in perception

- open to a limited number of genres

- Musicians become underrated

Issues on Music Education

- considered as a minor subject- lack of programs and instructors

- scarcity of resources

Abstract

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Providing resources, materials, and allottingculminating activities for the subject of Music ingeneral education can help in establishingsufficient and effective Music education in

schools.

Thesis Statement

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Interviews

o  Mr. Alfred Mark Denopol

- Music teacher on primary levels

o Mrs. Ascuncion Fernandez

- Music teacher on secondary levels

Observations- Class sit-ins

Presentation of Data

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DepEd requirement

Self-discovery and learning self-discipline for each

student(A. Denopol, personal communication, July 20, 2015).

Development of intellectual, emotional, and aestheticneeds of a student.

(A. Fernandez, personal communication, July 20, 2015).

Inclusion of Music on general educationcurricula

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Music education should be taught to all students as

it allows them to learn not just purely by intellect butalso by emotion, which, in the process, also trainscapable musicians and breeds music enthusiasts.

(Ernst, Comparative Music Education, 1962).

Inclusion of Music on general educationcurricula

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1 hour per session per class section in a week

 Enough depending on circumstances.

- Behavior and receptivity of students.(A. Fernandez, personal communication, July 20, 2015).

Time allotted for teaching is enough but the time forpreparation is not.

- I.e. 20 classes = 20 hours, 4 hours of preparation- Imbalanced workload & schedule is a

hindrance to teaching effectively(A. Denopol, personal communication, July 20, 2015)

Music Education in Schools

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Teachers are somewhat hindered from effectively

teaching due to being bound by school rules,regulations, and priorities with which they arerequired to comply with.

(Mark, Contemporary Music Education, 1978).

Music Education in Schools 

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In class activities

- More on hands on activities

- Includes singing, playing, listening, performing

(A. Denopol, personal communication, 2015).

A general music program should include a variety ofactivities that are simple but result to a growth inknowledge and interest in music.

(Ernst, Comparative Music Education, 1962).

On Activities

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Outside class activities

- very few

Anchored onto other subjects.

- no separate culminating activity for Music.

- Not well-supported.

Most music curricula are not supplemented withactivities that expose students more into the subjectmatter.

(Mark, Contemporary Music education, 1962).

On Activities

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Elementary level

- enough instruments

- minimal number of books- well-equipped music room but too small

Secondary (High school) level

- insufficient instruments and books

- big music room but not well-equipped Scarcity in Music Literature and resources affect

students’ learning of music.(Reich, Comparative Music Education, 1962).

On Resources

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Primary level

- progressing

- given support but not much Secondary level

- not progressing

- not given support

Music education, in the researcher’s alma mater, does faceproblems with regard to resources and implementation ofactivities.

Conclusion

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Providing resources, materials, and allotting

culminating activities for the subject of Music ingeneral education can help in establishing

sufficient and effective Music education in schools.

If providing resources, materials, and culminatingactivities be done, it would be a stepping stonetoward improving the state of Music education.

Conclusion

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This paper is relatively significant to:

Teachers, music educators, private instructors, etc.

Musicians, enthusiasts, students

Music Industry

Future researchers

Significance

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The researcher recommends:

Participating in Music classes or any other formal or

informal musical gatherings or activities, Studying a broader or even more specific scope,

Comparative studying between or among schools,

Gathering data from professionals related to the fieldof Music

Allotting more time and focus on data gathering forfuture studies,

Recommendation

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Lastly, it is strongly suggested that futureresearchers listen to music for what easierand more accessible way is there to studymusic education than to study and listen to

its product – Music.

Recommendation

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Abraham, G. (1962). Music in the world of today. Kraus, E.(Ed.). Comparative Music Education. Mainz,

Germany: B. Schott’s Sohne.Cykler, E. A. (1962). Comparative Music Education. Kraus,

E. (Ed.). Comparative Music Education. Mainz,Germany: B. Schott’s Sohne.

Ernst, K. D. (1962). Music in the Schools. Kraus, E. (Ed.).Comparative Music Education. Mainz, Germany:B. Schott’s Sohne.

References

7/25/2019 (HIDALGO) Music Education in Primary and Secondary Schools

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Mark, M. L. (1978). Contemporary Music Education. New

York, N. Y.: Schirmer Books.

Normann, T.F. (1962). Research in Music Education.Kraus, E. (Ed.). Comparative Music Education.Mainz, Germany: B. Schott’s Sohne.

Reich, T. (1962). Elementary Music Education in USSR,Hunfary, Czechoslovakia, Poland, and Yugoslavia – 

 A comparative Study. Kraus, E. (Ed.). Comparative Music Education. Mainz, Germany: B. Schott’sSohne.

References

7/25/2019 (HIDALGO) Music Education in Primary and Secondary Schools

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Sittner, H. (1962). The Present State of Music Education.Kraus, E. (Ed.). Comparative Music Education.

Mainz, Germany: B. Schott’s Sohne.

References