You are on page 1of 12


< 03 / 2019 >

< OUMH1203 >


MATRICULATION NO: < 950812086452001 >

IDENTITYCARD NO : < 950812-08-6452 >
TELEPHONE NO : < 012-9621507 >
E-MAIL : < >








4.0 CONCLUSION 11 & 12


Arts and music programs help educators to start a student's beginning to learn. Through
engagement with music, young people can better begin their lifelong journey and expand
their capabilities and contribute to the world around them. The art teaches young people
how to learn by giving them the first step. In music, students develop their skills in
organizing, creating and listening. They are taught using various techniques and resources
including the use of instruments and technologies. Students learn the rhythm, which is
important in skills such as counting, pattern, and many gross motor activities. In art,
pupils experience work with different mediums of different paintings. They can learn and
learn about the work of certain artists and explore 2D and 3D work. Without art and
music classes especially for school students, educators cannot provide a solid foundation
for learning and without a solid foundation, everything we build on the foundation of
work will collapse, full and their efforts to teach these students will be in vain.

Art education is important for future students. Art enables students to learn about
themselves, their culture, and their communities. By taking art classes, students will
begin visualizing the world differently. Student creativity and imagination will be
rejected through art development. As future art educators, it is necessary to plant and
guide students with quality art lessons to enhance their understanding and relationship
with the world. Music training from preschools through post-secondary education is
commonplace in many countries as engagement with music is considered a fundamental
component of human culture and behavior. The cultures from around the world have
different approaches to music education, largely due to the diversity of history and
politics. Studies show that the teaching of music from other cultures can help students
understand the sounds that are not known more comfortably, and they also show that the
musical priority is related to the language spoken by the listeners and other sounds that
are exposed in their own culture.


The role of visual arts in early childhood education has long been recognized and
assessed as an important component in the curriculum. Different art forms like dancing,
painting, and performing arts, carving and more. School curriculum needs to embrace art
education. Art awards can be applied to students at a young age. Knowing and
understanding art helps students to express themselves in the form of different creative
arts in which they are comfortable.

Art foster students as creativity as they involve students in a process that helps in
building self-esteem, self-discipline, co-operation, self-motivation and problem-solving.
Student self-esteem will improve as there is no right or wrong in creative self-creation. In
this way, students are able to complete the task with self-discipline. They practice how to
work with patients. Because the task given in art lessons is usually involved, whether to
complete a drawing or a dance lesson, the students will not be aware of the positive
attitude towards task completion. Young students also have the opportunity to practice
social skills through cooperative learning. For example, students can mingle and dance
with music. They can also do simple skits together during speech and drama lessons.
When students find love in art, they will also be self-motivated and freely express
themselves in various forms of art.

In cooperative learning, it is inevitable that every student will have different opinions and
thoughts. To complete the assigned task, they need to learn how to respect each other's
views. This is part of the problem-solving process while performing group tasks together.
Every student need to communicate in various ways to express their thoughts and
produce the artwork they want or the way they want to express themselves in the game.
Young students will take useful life skills to solve problems freely.

The belief that art education should promote creativity, imagination, and expression does
not mean that all previous pedagogy is replaced. Imagination helps students with
expressions in dancing and also helps in acquiring the language to find the right
vocabulary to illustrate their expressions. Student’s creativity cannot be prevented or
corrected by adults or educators. Drawing from observation still represents the main
component of statutory art education for students ages 5 to 14. Drawings involve
imagination and creativity and expression. Drawings help students to express their
thoughts with different types of lines and shapes. It encourages young thinking to be an
independent problem solver as they have to decide on what type of painting they want to

Observation also plays an important role in painting. For example, a student may see a
flower or grass movement when the wind blows and paints what expressions have been
observed using different lines. For example, curvy lines, straight lines and zigzag lines.
Once students are allowed to create representational drawings, rather than lines and
shapes, they are often directed to subject forms such as cube, cone, prism, and so forth,
either a copy of a three-dimensional model image. Students can also move to a higher
level to explore painting drawings with their imagination. Painting is one of the best ways
to document the imagination of students. It allows educators' opportunities to encourage
students through guidance and increase self-motivation and self-esteem.


In terms of aesthetic and creative education, many dances share with drama, music and
visual arts. Dance is an activity that takes time to practice and gain experience. Dance
performance involves movement choreography with music or composing a piece of
music for dance.

Performances can be thought of as 'doing', 'show', 'dancing', making 'make', 'trying', or

'arranging', while appreciation is the result of 'watching', 'talking about' and 'drawing'
This activity can be an expressive dance in a drama played by a student. This class

activity can generate a response from a child by starting a discussion of how the
characters should dance, type of facial expression, choosing the right piece of music to
express the feeling of the scene and the movement to go with the music. Students will
face tests and mistakes along the way in making and appreciating every part of the dance
drama they have made. The dance consists of creators or producers, spectators or as
perpetrators. So it's a great platform for kids to practice problem-solving skills. Students
will be attracted when they are given a role to play. They will be proud of their roles and
responsibilities so that they can cultivate self-motivation. Self-worth can be developed in
the process of showing the necessary skills. There are many opportunities to praise and
constructive feedback to individuals to support them in self-discovery.

The idea of a particular movement often used in informal situations seems to be shared
and can be used in dance. Educators on their part, they can facilitate students by guiding
exploring different movement ideas such as running and jumping, twisting and twisting,
moving and stop abruptly. Students will be able to choose the right moves they want to
put into their dance. Educators can also guide students to choose the tools they want to
use for movement using different sounds. For example, a fast bell sound will be a running
motion. Dancing plays the kinaesthetic intelligence in which the child learns through the
movement of the body. Through practice and hard work, students can exercise certain
body movements with confidence. They will increase their self-esteem as they
successfully implement the desired body movement.

i. Music is only worth knowing. It is a discipline of academic disciplines with a body of

knowledge, skills and an international sense of thinking. The ability to perform, write or
just to listen and appreciate music as an intellectual exercise is very desirable for all
Malaysian students. This is the way to train Malaysians for "musical literacy".

ii. An important goal of schools is to send our cultural heritage to future generations and
music is one of the most glorious manifestations of Malaysian cultural heritage.
Malaysians appreciate the tradition as a Malay proverb saying "Let's die a child, do not
die indigenous". Therefore, Malaysians can see music as one way to nurture and spread

their cultural heritage. What better way to encourage our own music interest than to study
at school?

iii. Schools have the obligation to help each student develop his music potential. Music
potential is one of the basic abilities, along with the potential of language, physical and
others that are present in every individual.

iv. Music provides channels for creative activities and for self-expression. It allows us to
convey our thoughts and emotions. Music stimulates both cognitive and aesthetic aspects
of the human mind. It also allows students to be imaginative and affirm their uniqueness
as individuals and as a nation. These aspects are an important function when Malaysians
are increasingly putting pressure on science and technology in education.

v. Music studies can help students better understand human nature. It reveals the unique
aspect of our relationship with other humans and with our environment. Through music,
Malaysian students can learn about other cultures.

vi. Music at school provides a chance for success for some students who are having
difficulty with other aspects of the curriculum. Every student needs to avoid something.
Success in music can help build a positive self-image for students.

vii. Music studies can enhance the satisfaction of students from music and enable them to
deal with more sophisticated and complex music. Formal music studies can sharpen
people's sensitivity, increase the level of appreciation and spend on music discs. It helps
to better understand music around the world from different perspectives.

viii. Music is one of the most powerful and profound systems that exist. Just as we need
every student to learn the system of language and mathematical symbols, everyone
should also learn the symbol system representing music and art. All of these symbol
systems make humanity unique and therefore need to be planted to be studied and
strengthened when opportunities arise.

ix. It is important for young people to realize that not every aspect of life can be
measured. Someone must be able to overcome a subjective subject. Not every question
has the correct answer. This teaching music is very good because it differs from other

x. Music raises the spirit of man. It improves the quality of life. It changes human
experience. It has played a major role in society, and it will continue to do so in the
future. People around the world spend a lot of money, time and energy just to achieve
satisfaction in their lives through music. Therefore, why are Malaysians going to be
deprived of this opportunity?

At the beginning of the implementation of music as a subject in primary schools, the

schools faced many problems. These included there not being enough qualified music
teachers, the lack of proper music rooms in schools, and shortages of musical instruments
and materials. In order to overcome these problems, headmasters selected a few teachers
in the school who had a "sense of music" to teach music in his/ her school. These chosen
"instant music teachers" were given short courses on how to teach music at the primary
level. They were also equipped with a cassette player and pre-recorded music tapes as a
tool for teaching. The teachers were also provided with an acoustic guitar and electric
keyboard, but many of them cannot play these instruments. Instead, the "instant music
teachers" used the "canned music" in the form of pre-recorded tapes to teach music
lessons and accompany the singing as well as instrument playing activities. At this stage,
besides western music and notation, the pupils were also introduced to some of the
Malaysian folksong and traditional beats such as inang, zapin, and masri. However, in
most cases, the pupils only learned music through cassettes, and the teacher acted like a
classroom assistant. This was because many of the "instant music teachers" lacked
knowledge and skill. However, there were only two options — either teaching the subject
or not doing so.

The Malaysian education system, being exam oriented, puts pressure on schools to
achieve higher levels in every examination, especially the ones set by the Ministry of
Education. Music, as one of the non-exam subjects at primary level, is being ignored. In
some schools, the time allocated for music lessons is often used for other "important"
subjects such as mathematics, science, and English. Low interest and poor attitude among
some of the "instant music teachers" towards music give the music subject •a second-
class status in schools. Realizing that these problems have arisen, the Teachers Education
Division, Ministry of Education, has revised and set up a new curriculum to train music
teachers in many teacher training colleges in Malaysia. As a result, many qualified music
teachers are being produced and sent to public schools to teach music.

As mentioned earlier, there are only three traditional ensembles — Gamelan,

caklempong, and kompang are formally offered to the student for practical participation
in the classroom. Being a multicultural nation, Malaysia has many types of traditional
music performed throughout the country. Each ethnic community has its own music
unique to itself. Moreover, every region in the country has its own traditional music,
which is normally performed in its own region. For example, wayang kulit Kelantan
(Kelantan Shadow Play) is only popular in the north east coast region, kuda
kepang is performed in the state of Johor, and hadrah is popular in the states of
Perlis and Kedah. Students normally enjoy their own traditional music much more
than any other traditional music from other regions because they can relate to it, feel
it and easily understand it. So, they should be given a more flexible choice to
participate in their locally practiced traditional music. Schools should be encouraged to
offer various types of traditional music based on their own interests and expertise rather
than be forced to offer the three proposed ensembles included in the curriculum.

Some parents argue that learning music at school is wasting time. Moreover,
especially at the early stage of its implementation, some extreme parents said that
leaning music opposes the Malay culture and Islam. This reason had discouraged some
pupils from learning music at school. It is obviously the music teacher's job to
convince parents and pupils about the benefits of learning music at school.
Furthermore, teachers also have a duty to make clear to parents and pupils that learning
music at school is not in opposition to the Malaysian culture and Islam. In order to carry
out this duty, teachers must first understand the benefits that pupils will gain from
learning music. Music teachers, either Muslim or non-Muslim, must also be aware of
what kinds of music are allowable or prohibited in Islam.

Another important issue to be addressed here is - should we teach music to Muslim

pupils? My suspicious about whether we should teach music to Muslim pupils came
after a few incidents occurred to me as a Muslim who involve in music teaching. In
Muslim community, it is no surprise if you hear some people said that music is haram
(unlawful/forbidden). This means, to some Muslim people, play music, listen to
music, teach music and learn music is haram. Even though this issue is no longer a
major concern in the discussion among the parents in Malaysia, but it is still a
controversial issue to some people. A few incidents happened to me when I was teaching
music in primary school show the case. One of them is, in a music lesson, I asked a
student why he did not bring his recorder to the lesson while other students brought
their own one. He told me that his father did not allow him to blow the wind instrument
because of haram. For that, he only can observe his classmates playing the recorders
from a corner of the class because I did not want him to play the instrument as a respect
to his father's belief. Deep in his heart, I knew that he really like to join the group playing
the instrument.


Art educators play an important role in inspiring students and guiding creativity, growth,

and understanding of the world. Art education is important for student development.

Many school boards feel that art education is not a necessity and is less important in

today's student life. Art classes are always compared to major core classes, such as Math

and English. Many people feel that core classes are much more valuable for children's

education since that is why art can be cut off first from schools if there is low funding.

Art classes offer students criticisms about the life they are not exposed to any other class.

Art teachers encourage creativity and student imagination while allowing students to

express themselves. In the school curriculum, students are also taught to learn to

appreciate visual arts and musical instruments. Students will be given the opportunity to

discuss their own artwork as illustrating the lines, colors and shapes used. Students will

also be given the opportunity to appreciate study and explore different sounds made by

the instrument. It is the ministry's effort to promote holistic education and emphasize the

importance of art education in pre-school curricula. Teachers are the drivers to carry out

successful school-based curriculum success. It only benefits if the school encourages

teachers to achieve the mastery of subjects through professional development. In short,

we must appreciate the importance of art and music education as it develops young

students in a fun and engaging way. It helps to see the development of children in

different areas such as self-esteem, self-discipline, co-operation, self-motivation, and

problem-solving. The purpose of the research is to explore the extent to which cultural

strengths and cultures, which take place at home before the start of the school, influence

the formation of student music concepts, music feel, music worldview, and music self-