Vol. 1(2) SEP 2011 - SAVAP International

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Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 exchanging of goods and service in the context of world wide economic system. Economic are dominated and the role of the information and communication technologies, developing human capital not such easy than before. Like a tidal wave this impact for human activity not only knowledge, disciplines, human behavior, culture and civilization but all spheres of human endeavor. Music education also has to parallel with this situation otherwise will be left behind while competitive subject will be introduced in Malaysian school curriculum. Hence attitude and mind of music educators should be changed, towards positive thinking; self esteem and get ready to take a challenge in millennium years. Furthermore, when music teachers are posted to the rural area with poor infrastructures and facilities, they still have to teach music to the rural student’s. The teachers might use their creativity to develop music in the school, using local materials, such as their cultural music or whatever music that can be used as teaching and learning process. There are many of challenges which the teachers or educators have to face. Use the ‘tool’ from knowledge, experience, creativity, motivation and all the capability of the teacher to overcome the situation at the place working. Community Perception and their suggestion Image and reality have powerful implications for music education. Image and reality have a reciprocal relationship, each influencing the other in a somewhat circular way. The image is interpreted by the public about music education. Ramona (2005) in her presenting research paper among the music educators' perception and the most responses were recorded on the three areas of the status of music education the need for awareness of the importance of music education, and music teacher issues. In the first area, the comments most often made was that music is perceived by Malaysian society in general to be an unimportant, “second class”, and a non-academic subject. In the second area, delegates stated that there was a lack of awareness on the value of music and in the third, that there is a shortage of able, experienced, and suitable music teachers in Malaysian schools. It is important that the public receives the image that is intended. Suggestion for this issue is that music educators must developing skill in public relation and effective image to attract public attention. The image must be designed to accentuate the positive value and conceal significant negative. Music educators must reflect reality and the reality to be worthy of the public support. This means that we have to control both of the reality and of the image making process. Although there are no reliable data what current images of music education are, we live in a time in which image reigns supreme. The public may begin to believe the image makers, in the best instance, music education will survived and the image projected will accurately reflect those capabilities. CONCLUSION Music Education is facing many critical issues and is still strong to compete with other subjects in Malaysia Curriculum. The music curriculum is the frame and guide line to teach music, but the most important reason is how music educators play their role to make music subject a reliable subject to be taught in every school in Malaysia. The challenge for educators are to make up their mind towards the reality when they are teaching in urban or rural school. Music educators must be responsible to teach music as a subject in school. If a qualified music educators refuses to teach when places in respective school, this subject will face difficulty to survive in Malaysia Curriculum. To the music educators who are struggling and fighting for the implementation of music in Malaysia curriculum, we should salute them for their hard works and undaunted spirit to develop subject through teaching and instructing where ever they may be in our country. REFERENCE Anyhony Seeger (2004). Music Education as a Means of Preserving and Indigenous Culture. International Music Education Policy Symposium Minneapolis Minnesota. April 17-18. Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 225
Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 Bygrave, P.L. (1995-1996). Development of receptive vocabulary skills through exposure to music. Bulletin of the Council for Research in Music Education 127, Winter, pg 28-32 Cateteral, James S. Chapleau and John Iwan (1999). Involvement in the Arts and Human Development: General Involvement and Intensive Involvement Music And Theater Arts. Los Angeles: The Imagination Project at UCLA Graduate School and Information Studies. Charles H. Ball (1992). Image and Reality in Music Education. Design for Art In Education. Vol 93, Issue: 4 Costa-Giomi, E(1999). The Effect of three years of piano instruction on children cognitive development. Journal Research in Music Education. 47:3, 1982-213. Texas Commission on Drug and Alcohol Act Reported in Huston Chronicle. January 1998 The College Entrance Examination Board, (2001). College-Bound Seniors National Report SAT Programs Test Taker. Princeton, NJ. Frederick T. (1999). Human growth hormone is implicate pains. AMC Music News, June 2. Gardner, (1985). The Mind’s new science. A History of cognitive revolution. New York: Basic Book. Gardiner, Fox,Jeffrey and Knowles(1996). Nature. May 23 1996. Grant Venerable (1989). The Paradox of the Silicon Savior. The Arts in the Basic Curriculum. New York. Graziano, Amy, Matthew Petterson, Shaw (1999). Enhanced learning of proportional math through music traning and spatial tempora. Neurological Research 21. Isreal Eady, Janell D. Wilson (2004). The Influnce of Music on Core Learning. Music Education Journal, Vol 125, Johami Abdullah (1993). Pendidikan Muzik Semasa. Kuala Lumpur: Dewan Bahasa Pustaka. Johami Abdullah(1989). Formal Education in Malaysia: An Overview. Kuala Lumpur: Maktab Perguruan Ilmu Khas.. John H. Mueller (1954). The Basic Concepts in Music Education. Chicago: University of Chicago Press. Konrad R.R. (2000). Empathy, Arts and Social Studies, Dissertation Abs. Human 7 Soc. Sci, 60, pg 2325. Michael E. DeBakery (2002). Music Education Fact and figures. MENC.diperolehi Ogos 29,2005 daripada http://www.menc.org/information/advocate/fact.html Ministry Of Education(1980). Laporan Jawatankuasa Kabinet Mengkaji Perlaksanana Dasar Pelajaran. Kuala Lumpur: Dewan Bahasa dan Pustaka. Rausher F.H. (2003). Can Music Insruction Affect Children’s Cognitive Development Educational Research Information, 34,166. EDO-PS-03-12 Rausher, Shaw, Levine, Ky and Wright (1994). Spatial Task Performance: A Casual Relationship. California: University Of California. Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 226
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