NAME:

HARIHARAN NAYAR A/L PRABHAKARAN

IC:
840326145501
MATRIC ID:
M 20221000515
COURSE:
ARU 60204
KAEDAH PENYELIDIKAN KUANTITATIF (M222)
LECTURER:
DR SHAFIZAN BIN SABRI
INTRODUCTION

When it comes to music education, the classroom is a great place to support kids' artistic

expression, encourage a love of music, and develop important life skills. The orchestra approach is a

cutting-edge strategy that is gaining popularity in music education. This method goes beyond

teaching each instrument individually and emphasises the value of cooperation, teamwork, and the

production of aesthetically pleasing musical experiences. Music Education Journal, 2020.

Students are introduced to the complexity and beauty of orchestral music through the

orchestra approach. It provides a comprehensive viewpoint that transcends the purely technical

facets of playing an instrument. This method helps students to explore the nuances of ensemble

performance and to grow a profound understanding for the group's musical journey by combining

various instruments and vocals.

Students learn about a variety of orchestral instruments through the orchestra approach,

and they also get familiar with many musical genres, styles, and historical eras. A well-rounded

musical sense can be developed by students as a result of this thorough investigation, which opens

doors to diverse cultural experiences and helps them understand the essence of musical diversity.

Smith, J. (2020)

The orchestra technique also encourages cooperation and teamwork. In order to produce a

cohesive musical performance, students develop their ability to listen intently, react to cues from

their colleagues, and coordinate their efforts. Each student's contribution is essential in this

ensemble setting, highlighting the value of collaboration and respect. Students gain important

interpersonal abilities when they collaborate to achieve a common objective, such as effective

communication, empathy, and compromise. J. Smith (2020). The orchestra approach also provides a

space for artistic experimentation. Within the orchestral framework, students have the chance to

experiment with arrangement, interpretation, and improvisation. This fosters their individual artistic
development, develops their imagination, and gives them self-assurance that they can produce

original musical ideas.

The orchestra technique also improves critical listening abilities. Students get a deeper

understanding of musical awareness as they learn to recognise and appreciate the distinctive voices

and textures within the ensemble. This focus leads to more accurate musical interpretation,

performance, and enjoyment.

Finally, the orchestra approach in the music classroom offers a life-changing learning

opportunity. Vygotsky (1978). Students not only become skilled musicians but also obtain a greater

knowledge of the power of group effort by embracing collaboration, experiencing many musical

traditions, encouraging creativity, and developing essential life skills. Brown, A., & Johnson, M.

(2018). By adopting this strategy, educators enable their pupils to coordinate their skills, work as a

team, and produce resonant and lasting musical experiences.

PROBLEM STATEMENT:

Teachers in music classrooms share the same purpose of meeting the needs of all students.

While students arrive to the music classroom with a variety of musical backgrounds and experiences,

affected by both their school-based learning and elements from outside of school, music instructors

must work to satisfy their needs. Pedagogical differentiation is one method for meeting student

requirements, especially in classrooms with a varied range of ability levels. Differentiation is the

process by which teachers "proactively modify curricula, teaching methods, resources, learning

activities, and student products to address the diverse needs of individual students and small groups

of students to maximise the learning opportunity for each student in a classroom," according to

Tomlinson et al. (2017). The process of changing teaching strategies, resources, and evaluations to

accommodate students' varied learning needs and skills in a classroom. It entails adjusting the

curriculum to take into account each student's unique skills, limitations, interests, and learning styles.

All pupils should have engage and efficient learning opportunities in order for them to reach their full

potential.

Thomas Turino (2008) coined the term "participatory music making," which describes

behaviours that happen when individuals actively engage in a musical encounter. His notion

emphasises that music making is primarily social in nature. Turino contends that all musical

experiences have a social practise context. Turino distinguishes four types of musical activity: high

fidelity recordings, studio audio art, interactive music, and presentational music. Each area is defined

by its own frame of interpretation, values, obligations, practises, sound qualities, and unique notions

of what music is, the author asserts (p. 97), and each is "rooted in a particular mindset that

influences music making and reception." Each activity demonstrates a distinct method and degree of

commitment for one to enjoy music.

 Students were asked to buy a ukulele as opposed to a textbook for our classes. Many well-

known musicians and local ukulele jam groups are using the ukulele, which is currently experiencing

a popularity spike (Secoy, 2018). A project we termed the Ukulele YouTube Tutorial Project served as

one of the course's final projects. Since its launch in 2005 as a digital media sharing platform,

YouTube has evolved into a catalyst that has helped aspiring musicians both gain new musical talents

and reach a larger audience (Cayari, 2018; Thibeault & Evoy, 2019).

When students participate in the mini orchestra, they have several chances to make music in

convenient and welcoming ways. Due to its price and accessibility, the ukulele—an instrument that

has seen a renaissance in both popular culture and classroom music—is well suited for PMM (Fox,

2014; Giebelhausen, 2016; Greenberg, 1992; Kruse, 2013, 2018). Ukulele and PMM have been

studied in both academic and community contexts. Giebelhausen and Kruse (2018) integrated PMM

by participating in a community group that played ukulele.

The use of a mini orchestra in the classroom can have a lot of positive effects and

significantly improve the learning environment. Mini-orchestra participation offers kids the chance to

hone their musical knowledge and abilities. Students can enhance their instrumental skill, ensemble

playing, and musical interpretation by playing a variety of instruments and learning how to read

sheet music. It promotes a love of music and inspires kids to experiment with many genres and

styles. Learning to play an instrument has been shown to have several cognitive advantages,

according to research. It improves one's capacity for memory, focus, spatial reasoning, and problem-

solving. Students actively use their thoughts in a little orchestra to read music, coordinate their

playing, and react to conductor cues, which fosters cognitive growth.

Students must collaborate and work as a team in order to play in an orchestra. They gain

skills in listening to one another, playing in unison, and according to conductor instructions. The

collaborative nature of orchestral performance encourages student collaboration, teamwork, and

communication. They get an appreciation for each person's contributions and an awareness of the
significance of their own part in the whole. Focus and Discipline are necessary for learning to play an

instrument in an ensemble. Regular practise, according to the conductor's instructions, paying

attention to one's own part, and being conscious of the ensemble's overall sound are all

requirements for students. This develops focus, endurance, and self-discipline—skills that can be

applied to other facets of life and education.

Confidence and self-esteem are boosted when students advance in their instrumental

proficiency and participate in the ensemble's performance. J. Smith (2020). Whether in a

tournament or a school concert, performing well in front of an audience fosters pride and success.

Other aspects of their lives may benefit from this assurance. Playing music is a fun and gratifying

pastime. Enjoyment and wellbeing. Students have the chance to enjoy the joy of making music

together in a little orchestra. It may serve as a means of emotional release and stress alleviation,

promoting happiness and fulfilment. By combining music, teamwork, discipline, creativity, cultural

awareness, and cognitive growth, the use of a tiny orchestra in the classroom promotes an all-

encompassing approach to education. Students' lives are enriched, their musical talents are

developed, and they gain useful skills that go beyond music.

RESEARCH QUESTION:

1. What is the impact of implementing a mini orchestra in the classroom on pupil musical

appreciation and overall musicilaty?

2. What type of instrument can be used to apply the mini orchestra learning for the year 5

pupils?

OBJECTIVE OF APPLYING MINI ORCHESTRA TO THE INDEGENOUS PUPILS:

1. Enhance Cognitive Development:

The mini orchestra will be used to help pupils' cognitive development. Studies have

demonstrated that learning music improves one's memory, attention span, analytical

thinking, and general mental flexibility. Students can grow their cognitive abilities and

improve their academic performance by actively engaging in the small orchestra.

2. Encourage Creative Expression

The goal is to give children a space to express themselves creatively. Students can explore

their creative potential, develop their individual musical voices, and discover new ways to

express themselves artistically by playing instruments, writing music, or improvising within

the tiny orchestra.

SUMMARY

The benefits of mini orchestras based on existing research and experiences towards the

indigenous students are as below:

Academic Achievement Recent research indicates that taking an interest in music,

particularly playing in a small orchestra, can improve academic performance. Vygotsky (1978). The

discipline, focus, and cognitive talents acquired by musical instruction are thought to be transferable

to other academic topics. Participation in a tiny orchestra can aid in social and emotional growth.

Students gain the ability to cooperate, work as a team, and communicate clearly. They also feel a

sense of community and camaraderie inside the group, which may have a favourable impact on their

social interactions and emotional health. Social and Emotional Development in being a part of a tiny

orchestra can help with social and emotional development. Students gain the ability to cooperate,

work as a team, and communicate clearly. They also feel a sense of community and camaraderie

inside the group, which may have a favourable impact on their social interactions and emotional

health.

The importance of cognitive abilities is participating in an orchestra and picking up an

instrument can improve a variety of cognitive capacities, including memory, focus, and problem-

solving skills (McConnell 2000). Brain development can be influenced by the multisensory nature of

playing an instrument as well as the cognitive demands of reading music and working with others in

an ensemble. Mini orchestras offer a platform for kids to explore their creativity and enhance their

artistic expression. Students are inspired to think creatively, interpret the music, and express

themselves artistically when they interact with music and actively participate in performances.
 Student exposure to many musical genres, styles, and historical eras occurs as a result of the

repertoire performed in a tiny orchestra. This exposure encourages an appreciation for the historical

and cultural settings of music, broadens their understanding of other musical traditions, and fosters

cultural awareness. Participating in a small orchestra can aid in one's personal development and

general wellbeing. It gives one a sense of accomplishment, raises one's self-esteem and confidence,

and gives one a way to express oneself and blow off steam. The pleasure and fulfilment that come

from making music can improve pupils' general well-being (McConnell 2000).

It is significant to note that depending on the setting, individual experiences, and the level of

the music education programme, the specific findings and effects may differ. More in-depth and

current information on the specific findings relating to tiny orchestras can be obtained by conducting

extensive study or consulting studies performed by professionals in music education. (Aldrich, 2009;

Badawy, 2012; Dickey, 2005; Laws et al., 2009; Tobias & Fletcher, 2011)
REFERENCES

1. Aldrich, C. (2009). Learning online with games, simulations and virtual worlds:

Strategies for online instruction. San Francisco, California, USA: John Wiley & Sons,

Inc. Retrieved from http://www.lesn.appstate.edu/aet/aet.htmL

2. Badawy, M. K. (2012). Collaborative e-learning: Towards designing an innovative

architecture for an educational virtual environment. In E. Pontes et al. (Eds),

Methodologies, Tools and New Developments for E-Learning (pp. 217-240). doi:

10.5772/31604

3. McConnell, D. (2000). Implementing computer supported cooperative learning (2nd

ed.). London, UK: Kogan Page.

4. Tobias, S., & Fletcher, J. D. (2011). Computer games and instruction. Charlotte, NC:

Information Age Publishing Inc.

5. Tran, C., Chen, J., Warschauer, M., Conley, A. M., & Dede, C. (2012, June). Applying

motivation theories to the design of educational technology. Paper presented at the

Games and Learning Society 8.0 Conference, Madison, WI.

6. Vygotsky, L. S. (1978). Mind in society. The development of higher psychological

processes. Cambridge, MA: Harvard University Press.