Vol. 1(2) SEP 2011 - SAVAP International

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Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 Balkwill. L.L and Thompso, W.F. (1999) found music is highly powerful in communicating emotion and setting moods. They found the listeners were highly sensitive to emotional message, despite the fact that they are completely unfamiliar with the type of music. The findings suggest that music’s power to communicate specific emotion is not merely cultural but reflect more basic human processes. Bygrave, P.L. (1995-1996) found music will improve children in learning new words. The findings suggest that music may be an effective learning medium for aspects of language development especially for student with reading problems. Isreal Eady, Janell D. Wilson (2004) found music students able to develop self esteem, creativity and also show good result in other subject. The scenario of Malaysian Music Education Primary and Secondary. Malaysia’s music curriculum in primary school is known as New Curriculum for Primary School and has been implemented since 1983 and in secondary school as Curriculum for Secondary School has been implemented since 1988. There is a reason to making music as a subject and for Malaysian this is the foundation to develop the philosophy of National Education in developing human intellectual , emotion, and physical. The content of the music curriculums in primary school include the aspect of esthetic perception, musical experience, creative expression, and appreciation artistic. Secondary music curriculums content added with traditional music, playing instruments and wide experience for student to develop their skill in music. These are divided into two, lower levels for form one to three and upper level are form four and five. In Primary school music is in the school time table and there are not many problems to face because music subject is available for student to learn from standard one until standard six. Where as, learning music in secondary school is elective and students have to make a choice. When the students finished their national examination in Penilaian Menengah Rendah, they will face with common problem of registry music as a subject for their examination because the package in Malaysian open examination does not include music. There are other problems faced by music subject such as: Administration – lack of supervision of the implementation and management of music in the schools, music classes held outside of school hours, time allocated for music classes being used for other subjects, lack of support for music, needed acknowledgement recognition for music teachers who often have to work above and beyond the call of duty, allocated funds for music spent elsewhere, in effective selection of students into the music program in secondary schools, problematic practices in placing Music teachers in schools , administrators who neither understand not know the nature Of music, and teachers who have been trained to teach music are assigned to teach other subjects and not music. Society’s perception of music – music is not considered to be important because it is not an examination subject, less convinced with music’s goodness, music learning does not require music education, parents do not encourage their children to attend music classes or rehearsals, does not understand music, considers music to be only for entertainment purposes, and lack of supervision of music teachers’ teaching. Music teachers – questionable criteria for selecting music teacher candidates, unskilled and inexperienced music teachers, who are neither committed nor skilled in teaching music, need to include more subjects to improve their musical skills, and need to showcase their abilities Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 221
Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 School music curriculum – should not exist to just produce musicians or focus on the playing of an instrument, should include Malaysian music, poor foundation in the primary schools for the secondary school music curriculum, and problems with the SPM music format and lack of resources. But this is the common issues that has been discuss all over the country. What about the benefits in music education. The benefits of music education There are lots of benefits thru learning music which enable a person to achieve success in his or her life time. Four categories benefits such as: a) Success in society, b) Success in school, c) Success in developing intelligence, and d) Success in life Success in Society Perhaps the basic reason that every child must have an education in music is that music is a fabric of our society. U.S. Department of Education (1997) list the arts including music subject contribute significantly to children’s intellect development. Grant Venerable (1989) the very best engineers and technical designer in the Silicon Valley industry are nearly wide exception, practicing musicians. Secondary student who participated in band or orchestra reported the lower set lifetime and all substances (alcohol, tobacco, and drug). Texas Commission on Drug and Alcohol act January 1998. Michael Greene(2000) music is a magical gift we must nourish and cultivate in our children, especially now as science proves that and education in the arts make better math and science students, enhance spatial in newborns and lets not forget that the art are a compelling solution to teen violence, drug and other. When students became one of the community they will apply what they have been learned in school period. In this critical time they have to survived in their own life otherwise they will troubled the community. Music education as we know developed student to emulate good value, and positive character to succeed in community and hence benefit the nation. Success in School Success in society of course is predicated on success in school. Skills learned through the discipline of music, communication skills, and cognitive skills useful in every part of music curriculum. Through participation helps student learn to work effectively in school environment without resorting to violent behavior .Graziano, Amy, Matthew Peterson, Shaw (1999), a study of 237 second grade children used piano keyboard training and newly designed mathematics demonstrate improvement in math skills. The group scored 27 % higher proportional math test than children that used only math software. Catterall, JamesS, Richard Chapleau, and John Iwan(1999) in an analysis on more than 25000 secondary school (NELS:88, National Education Longitudinal Survey) found that students who reach high levels of involvement in instrumental music over the middle and high school years show high level mathematics proficiency . Student with experience in music performance and music appreciation scored higher points in verbal and math than did the students with no arts participation. Phi Delta Kappan(1994), Physician and biologist Lewis Thomas studied and 66% of music student who applied to medical school gain admission. This means music student are always brilliant and I hope school managements of will give greater attention to music student in future and to make sure that the selected student must be bright intelligent and with right aptitude to be place in music class . Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 222
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Vol. 1(2) SEP 2011 - SAVAP International

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