Developing Musical Sensitivity and Creativity through Various Forms of Play Activities
DOI:
https://doi.org/10.37134/mjm.vol10.2.6.2021Keywords:
creativity, holistic learning experience, music education, music sensitivity, play activitiesAbstract
This paper presents the potential of various play activities in developing learner’s musical sensitivity and creativity. The K to12 music education curriculum guide of the Philippine Department of Education advocates the use of experiential learning and outcome-based learning in the classroom. One of the ways in which these methodologies can be promoted is by engaging learners in various play activities. However, there is a lack of literature showing the impact of such methodologies on Filipino learners. Using a priori deductive method, data from a series of interviews, observations, and video and picture analysis from this ethnographic case research were analysed to determine the implications of play activities in classroom music education. The interlocutors of the study are selected Ilonggo children, their parents, and some teachers. This study sought to answer the question of how can play activities be beneficial to classroom music education. Findings suggest that play activities can be a learning tool for the holistic development of the learners. Various forms of play activities provide an avenue for the learners to think or imagine situations divergently and have meaningful musical experiences as they portray various roles. Therefore, play activities provide the learners with a holistic learning experience and the agency to develop their musical sensitivity and creativity.
Downloads
References
Anderson, W. T. (2012). The Dalcroze approach to Music Education: Theory and applications. General Music Today, 26(1), 27–33. https://doi.org/10.1177/1048371311428979
Antipaso, V. B. (1988). Ethnic games played by Kankana-ey children [Unpublished Master's thesis]. University of the Philippines, Diliman.
Bandura, A. (2002). Social cognitive theory in cultural context. Applied psychology, 51(2), 269-290. https://doi.org/10.1111/1464-0597.00092
Barbosa, A. C. (2003, August 15). In focus: Traditional games in the Philippines. National Commission for Culture and the Arts. http://ncca.gov.ph/about-culture-and-arts/in-focus/traditional-games-in-the-philippines.
Braun V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57-71). American Psychological Association.
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57-71). American Psychological Association. https://doi.org/10.1037/13620-004
Brock, A., Dodds, S., Jarvis, P., & Olusoga, Y. (2009). Perspectives on play: Learning for life (1st ed.). Routledge. https://doi.org/10.4324/9781315834399
Brown, S. L., & Vaughan, C. C. (2010). Play: How it shapes the brain, opens the imagination, and invigorates the soul. Avery. P. Burnard (Ed.). Developing creativities in higher music education: International perspectives and practices (pp.1-10). Routledge. https://doi.org/10.4324/9781315885223 Is the page number correct?
Campbell, P. S., & Scott-Kassner, C. (2010). Music in childhood. From preschool through the elementary grades. Schirmer, Cengage Learning.
Carson, S. (2017, January 17). The unleashed mind. Scientific American Mind–The mad science of creativity, Special edition, 28-31. https://www.scientificamerican.com/article/the-unleashed-mind1/
Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. Routledge.
Colwell, R. (Ed.). (2006). MENC handbook of research methodologies. Oxford University Press.
Corral, C. P. (1975). The physical fitness of Iloilo public school girls ages 11-15 [Unpublished Master's thesis]. University of the Philippines, Diliman.
Creech, A., Lopez-Real, C., Paterson, K., & Sherry, R. (2013). Creative assessment of creativity in musical performance: Lessons for institutional change. In P. Burnard (Ed.). Developing creativities in higher music education: International perspectives and practices (pp. 318-329). Routledge. https://doi.org/10.4324/9781315885223
Del Carmen, M. V., Diano, F., & Ole, A. (2015, March 2-4). Designing validated “laro ng lahi”-based activities in mechanics [Conference paper]. DLSU Research Congress, De La Salle University, Manila, Philippines. https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/research-congress-proceedings/2015/LLI/019LLI_Del%20Carmen_MVC.pdf
Delgado-Gallenero, L. (1977). The attitude towards physical education of the high students of the University of the Philippines College of Cebu [Unpublished Master's Thesis]. University of the Philippines, Diliman.
Department of Education (2016). K to 12 curriculum guide: Music. https://www.deped.gov.ph/wp-content/uploads/2019/01/Music-CG.pdf
Department of Education (2020). 2nd national K to 12 conference. https://www.deped.gov.ph/k-to-12/about/2nd-national-k-to-12-conference/
Forehand, C. (2005). To journey into creativity (UMI Number: 3203316)[Doctoral dissertation, University of Oklahoma]. ProQuest Information and Learning Company database.
Garnett, J. (2014). Has music happened? The ‘Creative Musician’ and the paradox of experiencing music and learning as creative acts. In P. Burnard (Ed.). Developing creativities in higher music education: International perspectives and practices (pp. 11-22). Routledge.
Google map (2018). Map of Mandurriao Central Elementary School, Iloilo City, Philippines. https://www.google.com.ph/maps/place/MANDURRIAO+ELEMENTARY+SCHOO+L/@10.7159142,122.536981,15z
González-Moreno, P. A. (2013). Performance creativities in higher music education. In P. Burnard (Ed.). Developing creativities in higher music education: International perspectives and practices (pp. 87-99). Routledge. https://doi.org/10.4324/9781315885223
Gray, P. (2008, November 19). The value of play I: Definition of play gives insights. Psychology Today. https://www.psychologytoday.com/blog/freedom-learn/200811/the-value-play-i-the-definition-play-gives-insights.
Guastello, S. J. (2009). Creativity and personality. In Rickards, T., Runco M.A. and Moger, S. (Eds.) The Routledge Companion to Creativity (pp. 267-278). Routledge.
Hargreaves, D. J. (2012). Musical imagination: Perception and production, beauty and creativity. Psychology of Music, 40(5), 539–557. https://doi.org/10.1177/0305735612444893
Himberg, T. & Thompson M. R. (2011). Learning and synchronizing dance movements in South African songs–cross-cultural motion-capture study. Dance Research 29 (Supplement), 305-328. https://www.euppublishing.com/doi/abs/10.3366/drs.2011.0022
Huizinga, J. (1980). Homo ludens: a brincadeira como elemento da cultura. Routledge & Kegan Paul.
Huisman Koops, L. (2010). “Deñuy jàngal seen bopp” (They Teach Themselves): Children’s Music Learning in The Gambia. Journal of Research in Music Education, 58(1), 20–36. https://doi.org/10.1177/0022429409361000
Ingold, T. (1994). Introduction to culture. In Ingold, T. (Ed.) Companion encyclopaedia of anthropology: Humanity, culture, and social life (pp. 329-349). Routledge.
Jaworski, N. (2012). Soundwalks, community, and the secondary general classroom. General Music Today, 26(1), 34-37. DOI: 10.1177/1048371312453842. http://gmt.sagepub.com/content/26/1/34.
Jensen, E. P. (2005). Teaching with the brain in the mind. ASCD Publication.
Kenny, A. (2014). Sound connections for institutional practice: Cultivating ‘collaborative creativity ‘through group composition. In P. Burnard (Ed.). Developing creativities in higher music education: International perspectives and practices (pp. 293-315). Routledge. https://doi.org/10.4324/9781315885223
Lopez, M. L. (2001). A study of Philippine games. University of the Philippines Press. (Originally work published in 1980).
Lopez, M. L. (2006). A handbook of Philippine folklore. University of the Philippines Press.
Marsh, K. (1995). Children's singing games: composition in the playground? Research Studies in Music Education 4 (1), 2-11. https://doi.org/10.1177/1321103X9500400102
Marsh (2008). The musical playground: Global tradition and change in children’s songs and games. Oxford University Press.
McIntosh, J. (2006). How dancing, singing and playing shape the ethnographer: Research with children in a Balinese dance studio. Anthropology Matters, 8(2), 1-17. https://doi.org/10.22582/am.v8i2.65
Morrison, S. J., Demorest, S. M., & Stambaugh, L. A. (2008). Enculturation effects in music cognition: The role of age and music complexity. Journal of Research in Music Education, 56(2), 118-129.
https://doi.org/10.1177/0022429408322854
Nicolopoulou, A (2010). The alarming disappearance of play from early childhood education. Human Development 53(1), 1–4. https://doi.org/10.1159/000268135
Obsuna, I. M. (1983). Laro ng lahi: A historic evolution of Philippine games. Institute of Sports, Physical Education and Recreation.
Perkins, R. (2013). Learning cultures, creativities and higher music education institutions. In P. Burnard (Ed.). Developing creativities in higher music education: International perspectives and practices (pp. 223-233). Routledge.
Pucihar, I., & Pance, B. R. (2014). Bodily movement as inseparable part of musical activities. Telesni gib kot nelocljivi del glasbenih dejavnosti.Glasbeno–Pedagoski Zbornik Akademije Za Glasbo v Ljubljani, 20, 93-111. https://www.proquest.com/scholarly-journals/bodily-movement-as-inseparable-partmusical/docview/1644489609/se-2
Ramos, D. V. (1978). A survey of leisure time interest of high school students in Bacolod city. [Unpublished Master's Thesis]. University of the Philippines, Diliman.
Ros R., Demiris Y. (2013) Creative Dance: An Approach for Social Interaction between Robots and Children. In: Salah A.A., Hung H., Aran O., Gunes H. (Eds) Human Behavior Understanding. HBU 2013. Lecture Notes in Computer Science, vol 8212. Springer, Cham. https://doi.org/10.1007/978-3-319-02714-2_4
Russ, S. W. (1998). Play, creativity, and adaptive functioning: Implications for play interventions, Journal of Clinical Child Psychology, 27(4), 469-48. https://doi.org/10.1207/s15374424jccp2704_11
Ryan, G. W., & Bernard, H. R. (2003). Techniques to Identify Themes. Field Methods, 15(1), 85–109. https://doi.org/10.1177/1525822X02239569
Scrimsher, S., & Tudge, J. (2003). The teaching/learning relationship in the first years of school: Some revolutionary implications of Vygotsky's theory. Early Education & Development, 14 (3), 293-312. https://doi.org/10.1207/s15566935eed1403_3
Schunk, D. H. (2012). Social cognitive theory. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook: Theories, constructs, and critical issues (pp. 101– 123). American Psychological Association.
Schwartzman, H. (Ed.). (2012). Transformations: The anthropology of children’s play. Springer Science & Business Media. Plenum Press.
Stefanic, N. M. (2014). Creativity-based music learning: Modeling the process and learning outcomes in a Massive Open Online Course (Publication No. 3631459) [Doctoral dissertation, University of South Florida]. ProQuest Dissertations Publishing. https://scholarcommons.usf.edu/etd/5315
Sprenger, M. (2010). Brain-based teaching in the digital age. ASCD Publication.
Theobald, M., Danby, S., Einarsdóttir, J., Bourne, J., Jones, D., Ross, S., & Carter-Jones, C. (2015). Children’s perspectives of play and learning for educational practice. Education Sciences, 5 (4), 345-362. https://doi.org/10.3390/educsci5040345
Vitale, J. L. (2011). Music makes you smarter: A new paradigm for music education? Perceptions and perspective from four groups of elementary education stakeholders, Canadian Society for the Study of Education, 34(3), 317-343. http://www.jstor.org/stable/canajeducrevucan.34.3.317.
