Lesson One The General Music Education

INTENDED LEARNING OUTCOMES

By the end of the learning experience,

student must be able to:

• discuss the general Music Education.

• discuss the intended outcomes, the standards, scope, guiding principles,
approaches and methods of Teaching music.
• examine the alignment of goals, standards and content in Teaching Music
• state the legal basis of the Teaching Music

There is no field of education which can escape the penetrating analysis of educators
demanding justification for content, procedures, and materials. Music education is no exception in this
regard.

What is Music
Education?

M
usic education is a field of study associated with teaching and learning music, in which
educators are trained for careers as elementary or secondary music teachers, school
or music conservatory ensemble directors because involvement in music is considered
a fundamental component of human culture and behavior. Music education touches on all learning
domains, including the psychomotor domain (the development of skills), the cognitive domain (the
acquisition of knowledge), and, in particular and the affective domain (the learner's willingness to
receive, internalize, and share what is learned), including music appreciation and sensitivity.

General Music Education, provides an overview and knowledge of music as a science and as an
art. Also, it provides a general, comprehensive music education which would be useful to the student,
the teacher and the teacher in-service training. This learning module recognizes dual function of music
education: (1) is in developing skill, knowledge and appreciation in music, and (2) in contributing to the
enrichment of the music program in our schools. Furthermore, it presents the fundamental principles
that the learner may acquire the skills in music by means of creative activity and the function should
always function before technique.

Music Education should be approached through the learner’s aesthetic experience and facts
about music should be acquired in a purposeful learning situation. The richer the unit is in fundamental
learning experiences; the more stimuli it will provide for original expression. Music has grown out of
man’s fundamental human need to express his struggles, his ideals, and his dreams. It is one of the most
effective media through which the aspirations, customs, beliefs and tradition as of a people can be
conceptualized, preserved and transmitted. A basic purpose of general music education in the Philippines
is the conservation and transmittal of the national heritage.

PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION

As stated in the K to 12 curriculum guide for music (2016), “Music is both an aural and a temporal
art.” All its elements, when interwoven in the highest artistic order, are likened into a “tapestry moving
in time.” The global weaving of this “tapestry” in history and cultural contexts are diverse – having
spurred a continued metamorphosis to include all full range of purposes, functions, and identities, from
the utilitarian to aesthetic.

The basic nature of music does not change, Ronald Thomas articulates the nature music is
expressive, on-going, and creative. Through a language and medium of its own, music conveys ideas and
feelings in a way that addresses the human spirit, and has great value in its communicative process.
Music, being responsive in interpreting contemporary times, is a continuing art. Thus, Aaron Copland
describes it as a “continuous state of becoming.” Like the other arts, music is a creative avenue for man’s
individual quest for self-expression and fulfilment. Therefore, a keen sensitivity to environmental and
musical sounds needs to be developed. The student must learn to “hear,” “speak,” and “think” in the
medium of music.

Figure 1: The Curriculum Framework of Music and Art Education (K to 12, 2016)

Standards for Music Teaching

Learning Area Standard for Music: The learner demonstrates understanding of basic concepts and
progress in music…. through appreciation, analysis and performance for his/her self-development,
celebration of his/her Filipino cultural identity and diversity and expansion of his/her world vision. (K to 12
Curriculum Guide in Music, 2012 & 2016)
 KEY STAGE STNADARDS:

K-3 4-6 7-10

The learner demonstrates The learner demonstrates The learner demonstrates

understanding of
fundamental processes
through performing,
creating, and responding,
aimed towards the
development of appreciation
of music…and acquisition of
basic knowledge and skills.
understanding of basic
elements and concepts
through performing,
creating, and responding,
aimed towards the
development of appreciation
of music…. and acquisition
of basic knowledge and
skills.
understanding of salient
features of music… of the
Philippines and the world,
through appreciation,
analysis, and performance
for self-development, the
celebration of Filipino
cultural identity and
diversity, and the expansion
of one’s world vision.

GRADE LEVEL STANDARD

The learner is exposed to the different basics of the music… process through experiential learning:

Grade 1 The learner demonstrates a basic understanding of the fundamental

processes in music… through performing, creating, listening and observing,
and responding.

Grade 2 The learner demonstrates a basic understanding of the fundamental

processes in music… through performing, creating, listening and observing,
and responding.

Grade 3 The learner has acquired the basic and fundamental processes through
performing, creating, listening and observing, and responding, towards the
development of appreciation of music… and the acquisition of basic
knowledge and skills.

Grade 4 Through the formal introduction of elements, the learner can identify the
basic knowledge and skills in music…towards self-development, the
 celebration of Filipino cultural identity and diversity, and the expansion of
one’s world vision.

Grade 5 Through exploration, the learner demonstrates a deeper understanding of

basic knowledge and skills in music… towards self-development, the
celebration of Filipino cultural identity and diversity, and the expansion of
one’s world vision.

Grade 6 Through the application, the learner demonstrates an understanding of the

basic concepts of and processes in music… towards self-development, the
celebration of Filipino cultural identity and diversity, and expansion of one’s
world vision.

Grade 7 The learner demonstrates a basic understanding of the fundamental

processes in music… through performing, creating, listening, observing, and
responding to an appreciation of the cultural richness of the different
provinces in the Philippines.

Grade 8 The learner demonstrates an understanding of salient features of Asian

music…through appreciation, analysis, and performance for self-
development, the celebration of Filipino cultural identity and diversity, and
the expansion of one’s world vision.

Grade 9 The learner demonstrates an understanding of salient features of Western

music… from different historical periods, through appreciation, analysis, and
performance for self-development, the celebration of Filipino cultural
identity and diversity, and the expansion of one’s world vision.

Grade 10 The learner demonstrates an understanding of salient features of

contemporary music. ..through appreciation, analysis, and performance, for
self-development, the celebration of Filipino cultural identity and diversity,
and the expansion of one’s world vision.

Guiding Principles, Approach to Teaching Music

The K to 12 curriculums for Teaching Music is designed as student-centered, based on the spiral
progression of processes, concepts, and skills and grounded in performance-based learning. Thus, the
learner is empowered, through active involvement and participation, to effectively correlate music to the
development of his/her own cultural identity and the expansion of his/her vision of the world.

Music as performance-based disciplines, effective learning occurs through active experience,

participation, performance, creative expression, aesthetic valuation, critical response, and
interpretation. The skills that are developed include reading/analyzing, listening/observing, performing,
singing, using musical instruments, movement, acting, and playing, using different music materials,
techniques and processes, responding, composing, and creating.

Drawing from the development of music pedagogy, the K to 12 Music Curriculum embodies the
best practices advocated by the spiral multi-cultural, and integrative approaches in music education, as
well as current philosophical thought about contemporary general education.

The Legal Basis of the Teaching of Music and Arts

Article II, section 17 of the 1987 constitution declared a policy of the state to “give to education,
science and technology, arts culture, and sports to foster patriotism and nationalism, accelerate social
progress, and promote total human liberation and development. “

Likewise, in article XIV on education, science, and technology, arts, culture and sports of
Philippine states, to wit:

Section 14. The state shall foster the preservation, enrichment, and dynamic evolution of a Filipino
national culture based on the principle of unity in diversity…

Section 17. The State shall recognize, respect, and protect the rights of indigenous cultural
communities, to preserve and develop their cultures, traditions, and institutions. It shall consider these rights
in the formulation of national plans and policies….

Furthermore, Yamzon (1972) states that on June 18, 1996, the Philippine congress passed
Republic Act No. 4723 known as the Music Law which provided for the teaching of music and art as
separate subjects in elementary and the teaching of music once a week for one hour in the secondary
level.

THINK: MUSIC – Why teach it?

The most important principle that any music educator must grasp and remember is to instill in
our students a love and appreciation for music. Whether they are composers, interpreters, or listeners,
to teach them how to get satisfaction.

We must be able to provide equal and diverse possibilities for children to experience music as
creators, interpreters, or listeners when teaching music.

1. Composer - We allow children to reflect and experience the world around them as
composers, and we allow them to investigate both the common and the unusual. We don't
expect them to compose an entire song or symphony, but we do give them opportunities to
improvise and experiment with musical ideas based on what they hear and see around
them. Around them, young toddlers have a natural "honest," innocent, and unbiased
perspective.
 2. Interpreters - The interpreter's route is usually that of a performer: he or she is tasked with
giving meaning and life to composers' works. Children can use their abilities to "play by ear"
or read musical notation, both standard and nontraditional, to interpret music. Because no
two people are the same, each piece of music might be interpreted differently by a singer,
an instrumentalist, or a conductor.
3. Listeners - The listener is not to be judged as a bystander in the creation of music. Listeners
are not only entertained by the composer's and interpreter's complimentary efforts; they
are also the ones who "assess," critique and attempt to comprehend the composer's and
interpreter's message. Listeners also look for links between the music, the composer, the
performer, and a variety of other aspects like historical, political, and cultural settings.

Music as Art, a Language, and a Science

We don't have to be virtuosos on a particular instrument to be truly effective musicians;

playing/performing and teaching are two different realms. Some people excel at performing but
struggle to teach, while others excel at teaching but struggle to perform. In an ideal world, we should
seek for a happy medium between the two. Being able to perform both abilities can lead to a more
rewarding and fulfilling profession.

In the course of our teaching, we should keep in mind that music is unique compared to other
fields, in that it is an art, a language, and a science all at the same time.

1. Music as an Art - As mentors, we must teach our elementary pupils how to acquire an
aesthetic taste for music, because some genres of music are inappropriate for young
children, either because they are too complex or uninteresting, or because they contain text
that is inappropriate for the innocent ears of young listeners. There are ways that music can
be enjoyed or experienced as art, such as:
a. A sense of affinity when hearing familiar music:
b. An emotional appeal when hearing distinct tunes and how they are arranged
c. A certain detachment from music that is too complex or hard to understand or relate
to;
d. An awareness of the use of form;
e. A sense of recognition of whether music is played accurately, with or without feelings;
and
f. Evokes a mental image or stirs up the imagination for an idea being put across by the
music.
2. Music as a Language - We want youngsters to be able to use music as a form of
communication and self-expression since it is a universal language. This is accomplished
through activities that inspire kids to produce small melodies and tunes, as well as listening
experiences in which they learn how others express themselves and communicate through
music.
 3. Music as a Science - Music is a precise science, and it is critical that students become
familiar with technical notions such as tonality, compound meters, and the like as they
advance in their studies. A lack of understanding of music as a science will not aid in its
appreciation as an art form.

THINK: The Concept of Appreciation

As teachers, it is our goal that our students would attain a similar degree of understanding,
sensitivity, and awareness about music. Music experiences in class should bring about enjoyment,
satisfaction, and understanding.

Here are some notable points to remember when carefully planning for activities engendering
music appreciation

1. Music appreciation is all about nurturing a desirable attitude toward music and fostering a
love for the craft.
2. It is understanding with enjoyment, so avoid the usual class lectures where students have to
memorize facts and information – let them experience the music for themselves.
3. Create activities where students can learn skills with pleasure. This will take some creative
and critical thinking on the part of the teacher.
4. Activities must tie with a child’s interest.
5. Activities must be claimed such that students gain recognition, compare, and contrast
musical details.
6. Extensive use of listening, singing, rhythms, body movements, dancing, and creating music.
7. Listening activities must be always guided, teaching students what to listen to for the music.
8. Multicultural education – Expose students to a wide, diverse range of music styles.
9. Early exposure to good listening material should be established.
10. Perfection is not always the goal! It is not necessary for students to play an instrument
exceedingly well or always sing in tune- enjoying the experience is more important.

References

(1)Agtarap L.M and Morala, L.S (2017). Music Application and Exercise and Exercises for Piano, Solfege,
and Conducting. St. Andrew Publishing House. Culianin, Plaridel Bulacan.
(2)Brattico, E., Alluri, V., Bogert, B., Jacobsen, T., Vartiainen, N., Nieminen, S. K., et al. (2011). A
functional MRI study of happy and sad emotions in music with and without lyrics. Front.
Psychol. 2:308. doi: 10.3389/fpsyg.2011.00308
(3) Cai, Y., and Pan, X. (2007). An Experiential Research on How 8 Music Excerpt’ Tempo and
Melody Influenced Undergraduates’ Emotion. Psychol.Sci. 30, 196-198.
(4) Copiaco, H. and Palu-ay, A.P. (2009). Enjoy Life with Music and Arts textbook. SD Publications, Inc.
 Quezon City.
(5) Corpuz, B. and Salandanan G. (2015). Principles of Teaching (with TLE) . Lorimar Publishing Inc.
Quezon City.
(6)Croker, E. and Snyder, A. (2005). Experiencing Choral Music.Glencoe/McGraw-Hill Companies. 21600
Oxnard Street, Suite 500 Woodland Hills, CA.
(7) Del Castillo-Gloria, L. (1984). Music for the Classroom Teacher. Rex Book Store. Manila Philippines.
(8) Estrella, E. (2019). An introduction to the Elements of Music
(9)Faber, N. Faber, R. and Mcarthur, V. (2011). Piano Adventures: The Basic Piano Method. Dovetree
productions, Inc. USA. And Patterns. GIA Publications, Inc. Chicago.
(10)Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books. NewYork.
(11)Gordon, E. (2001). Learning Sequences in Music: Skill, Content,
(12) K to 12 Curriculum Guide in Music, 2012 & 2016
(13)Snell, K and Hidy, D. (2004). Piano Town Level 1 -3 Performance. Kjos Music Press.San Diego
California.
(14) Siruno, T. (2001).General Music Education. Rex Book Store. Manila Philippines.
(15) Richer, M. (2003). Music theory. McGraw-Hill Companies. Chicago USA.
(16)Roldan, A.N. J. A Course Module for Teaching Music in the Elementary Schools. Rex Book Store
(17)USM Student Manual