Vol. 1(2) SEP 2011 - SAVAP International

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Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 Success in Developing Intelligence Success in school and in society depends on array of abilities. This burgeoning range of data long established base of anecdotal knowledge to the effect that music education makes kid smart new and especially compelling, however is a combination of tightly controlled behavioral studies groundbreaking neurological research that show how music actively contribute to brain. Shaw, Rauscher,Levine, Wright, Dennis (1997) in their research exploring the link between music and intelligence reported that music trainers superior to computer instruction and enhancing children in learning math and science. Gadnier, Fox Jeffrey and Knowles(1996) students in two school showed improvement in reading and math skill after given an enriched with music program opposite the student the control group. Weinberger, Norm (2000) pianist and non –musicians of the same age are required to perform complex sequence of finger movements. Their brains were scanned by “ f MRI” (functional magnetic resource imaging) which detects the activity levels of brain non–musician were able to make the movement as correctly as the pianists but less active at making skill movement. These findings show that musical training can enhance brain. Costa-Giomi E (1999) found that pattern recognition and mental representation scores significantly for students given piano instruction over three year period. From all these research we can’t deny the fact that music could develop the student‘s cognitive and for those who are still doubtful with this subject, this is the time to stand up and give full support . Success in Life Each of us wants our children to achieve success in employment and success in social structure. Participation in music during the formative school years bring benefits to student may be in their spiritual, physical or psychological development. Frederick Tims (1999) music makes the elderly healthier. From the finding results music develop hormones in the immune system and decrease stress. Another individual that love music in his schooling is former President of United States, Bill Clinton who said music is about communication, creativity, and cooperation and by studying music in school the opportunity to build on these skills, enrich their lives, and experience the world from perspective. The United States top business executives agree that music and art education can help American education and prepare workers for the 21’s century. Studying music and art elevates children’s education, expands student and teaches to appreciate the wonder of life. For us as music educators we have to defend our subject than denying its importance. Ramona (2005) in her paper mentioned that there is still space for music subject to survive in Malaysia school Curriculums. Several suggestions have been made to regarding this subject and as music educators we should support it. SUGGESTIONS Suggestion to Policy Makers There are several suggestions and add value to policy maker, with this suggestion they (music educators) hope a bright cloud will appear. 1. The role of the Malaysian Association for Music Education (MAME) organizing more frequent conferences, creating active chapters of MAME in each state, appointment of an influential patron, inclusion of professional musicians as members, religious scholars and academician members, creating a bill of rights for music education in Malaysia, cooperation with the mass media, student teacher exchange, ensuring information gets passed on to all music educators, and Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 223
Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 creating a networking community. As we all know Malaysia have been organized World Music Education Conference in July 2006 and motivate our music educators. 2. Administration should have a blueprint for music education, consistent and periodical monitoring and supervision of music in schools, coordination between the various divisions and institutions involved in music education such as the Curriculum Development Center, Education Administration, teacher training colleges, institutions of higher learning which offer music education programs, the need to have a designated music officer of sufficient authority and rank at the Ministry of Education, to uplift traditional music by sending would-be music lecturers to study in Eastern Asian countries, introductory and music appreciation courses for administrators to enable them to understand and better administer music, reducing bureaucracy, implementation of a policy for music teachers to teach only music, the placement of teachers to be conducted by the state music supervisors and not the School Division, a mini orchestra in each school, making formal music education available to artistes, Ministry of Education’s uplifting of music’s status, explaining the career opportunities in music, providing parents with knowledge of music in order to gain their support, and no more floating classes. 3. Curriculum implementing music as an examinable and core subject in schools, music across the curriculum, inclusion of Islamic arts and music civilization elements, music included in the vocational stream, expansion of the scope in music learning and teaching, systematic implementation of the music curriculum, balanced curriculum in terms of Western and Eastern elements, industry and corporate input, less examination oriented, curriculum scope needs to be reduced and more focused, curriculum review to meet current needs and developments, multimedia usage in all schools, implementation of music in all secondary schools, providing opportunities for students to achieve their musical potential, and music in schools to be taught in English if the teacher think it’s necessary. 4. Music teachers enforcing more stringent entry requirements into music education programs at institutions of higher learning, appointing an expert music teacher in each state, producing music teachers with areas of specializations, introduction of a professional body for music teaching/profession, professionalism courses for music teachers, increasing intake into music teacher training programs, emphasis on methodology in music teacher training programs, comprehensive usage of technology, all music teachers to have higher degrees, and creating incentives/special allowances and a special award for music educators. 5. Resources and facilities make available more music texts, teaching materials, and local arrangements, documentation of music materials and composition, creating a fund for music, scholarships to music students, monitored distribution of monies, lower fees for private music instruction, abolishing taxes on music instruments purchased for educational purposes, cheaper music books as well as offering subsidies to publishers of music books, and obtaining copyright ownership of overseas publications. 6. Mass Media a music education slot on television radio, and mass media’s role in promoting folk/Malaysian traditional music. These suggestions need tremendous effort to implement and there is a reason for all music educators be involved and do continuously fight for its glory if these suggestion are to reach the policy maker’s door. Suggestion for Music Educators As educator we should have a strong spirit and act independent to make our subject relevant in Malaysia prime curriculum. What ever problem arise we should face and never give up. With determination and support we may be able to form our music educator community; educators involved in this subject should put their hand together to become one voice. Thus in globalization, has consistently been referred to the cross border internationalization towards producing, marketing and Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 224
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Vol. 1(2) SEP 2011 - SAVAP International

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