COURSENOTES

COURSE TITLE: MUSIC FOR YOUNG CHILDREN

COURSE CODE: ECLE 3213

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 TOPIC 4: APPROACHES TEACHING MUSIC FOR YOUNG CHILDREN

3.1 Introduction

 Pedogogy originates from the Greek word “Pedagogue” which implies that the educator has the talent and ability to teach
effectively, especially pertaining to the development of students of the music educator. herefore, knowledge of some of the most
important approaches is needed in ensuring that teaching can be conducted effectively. Besides the approaches introduced by
luminaries in music education such as Kodaly, Dalcroze and Carl Orff, approaches in thinking skills, multiple intelligence as well
as mastery and thematic learning also facilitate effective learning.

This topic is divided into four sub-topics:

Multiple intelligence and thematic approach among others, explain the basic concepts, types, the importance of these
approaches as well as their accomplishments in teaching and learning of Music Education. 

3.2 MuLTIPLE INTELLIGENCE THEORY (MIT)

The Multiple Intelligence Theory (MIT) was founded by Howard Gardner (1983). He states that human beings are blessed
with eight intelligences (see Table 8.1) and each and every one is different and is independant – a person may be weak in
certain skills but excellent in another intelligence. This intelligence can be developed through education, experience and the
environment. Another intelligence has been introduced by Daniel Goleman (1995) which is emotional intelligence.

i. All human beings have eight intelligences.

ii. MIT can be developed through support and encouragement.
iii. MIT exists in an integrated form.
iv. Every individual can achieve any of these intelligences.

3.3 Definition of the Theory of Multiple Intelligence

The theory introduced by Howard Gardner can be summaried as:

 Skills which enable an individual to solve problems.

 The ability to discover or devise problems which enables an individual to acquire new knowledge.
 The ability to create goods or services that are valuable within his/her cultural environment.

3.4 Types of Multiple Intelligences

As shown in Table 8.1, human beings possess 8 distinct intelligences which includes linguistic inteligence, logical-
mathematical, visual-spatial, kinaesthetic, musical, interpersonal, intrapersonal and naturalist. 

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 Eight Different Levels of Intelligence

Types of Intelligence and

Icons Characteristics found in
Explanation

Verbal – Linguistic Poet, writer, journalist,

lecturer, lawyer
 Ability to use words presenter and politicians
effectively both orally
and in writing.
 Able to communicate
effectively in activities
such as listening,
speaking, reading,
writing and integrating.

 Able to remember
names of people, places
and history

Logical /Mathematical Mathematician, engineer

physicist, researcher and
 Capacity to discern computer programmer
numerical patterns
quickly.
 A questioning mind
 Adept at using
computers

 Culmination of two skills,

science and
mathematics

Visual / Spatial Artist, sailor, engineer,

surgeon, architect,
 Imaginative sculptor and graphic
designer
 Likes to draw
 Enjoys jigsaw puzzles

 Perceives and reads

maps easily

Kinaesthetic Actor, designer/inventor,

dancer, mechanic,
 Good at imitating athelete and racer
movements
 Enjoys physical activities

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  Cannot stay in one place
for a long time

Musical Singers, song writers,

musicians, music
 Enjoys playing musical composers and song
instruments. composers
 Remembers melodies
easily

 Sensitive to sounds and

voice

Interpersonal Religious and political

leaders, teacher,
 Is involved in co- lecturer, saleperson,
curriculum activities. counsellor doctor, nurse
and social worker
 Sociable

 Symphatises to needs of
other people

Intrapersonal

 Posesses self-
confidence
Novelist, physcologist,
 Highly motivated/
religious teacher and
determined
philosopher
 Bold / risk taker
 Independant

 Able to control emotions

Naturalist Biologist, zoologist,

farmer, veterinarian,
 Expertise in identifying, fisherman, astronomer,
classifying and values mountaineer, ecologist
plants, minerals, animals and environmentalist.
and rocks.

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3.5 Example MIT Application in Music Education

Subject : Music Education

Title : Syncretic Music
Sub Title : Zapin

Learning Outcome
By the end of this lesson, students should be able to:

 Identify zapin music through singing, dance movements, drawings and history.

Teaching Aids

1. Radio
2. Compact disc on Zapin music
3. LCD projector and computer

Steps Activities Multiple Intelligences

Set  Students listen to a song in

Music
Induction zapin rhythm

 Students are divided into

four groups

Step 1  
 Each group is given an
envelope containing various
instructions for the activities.

Step 2 Group 1  
Verbal-Linguistic/
 Students are asked to write Interpersonal
down the history and origins
of zapin music based on the  
recording heard in the Musical/Interpersonal
cassette provided.  
Visual-Spatial/
Interpersonal
 
Group 2
Bodily/kinaesthetic/
Interpersonal
 Students are asked to learn
a melody in zapin rhythm.
During presentation they are
to sing in karaoke form.

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 Group 3

 Students are asked to draw

musical instruments used in
zapin music.

Group 4

 Students are asked to learn

zapin dance movements
from the compact disc
provided.
Presentations from each
group.

 Students write a summary

Conclusion  
about zapin music

The lesson becomes an interesting experience if the teacher integrates Multiple Intelligences Theory into their teaching and
learning process. This is obvious from the observations carried out in some schools in America which practice the inclusion of
multiple intelligence in teaching and learning. Many remarkable qualitative and quantitative results have been achieved, such as
fun learning, a significant rise in achievement score and a positive change in students’ confidence level. This is because each
individual is blessed with at least eight types of intelligence that can be learnt and are constantly changing because the  human
brain is unique. They have a right to discover and develop their multiple intelligences. 

3.6 THEMATIC APPROACH

The Thematic Approach is an effort to integrate knowledge, skills and learning values as well as creative thinking by using
themes. The Thematic learning process helps an individual to think creatively and critically while learning. It also facilitates in
providing a clear picture of a topic.

Joan Miller, in her book Ideas for Drama, states that themes represent the core for an explosion of ideas. Meanwhile, J.M.
Machedo in the book Early Childhood Practice Guide, states that themes are a collection of ideas about a particular subject.
Activities that are planned should cover a few fields of the curriculum, but in the context of Music Education, the activities should
include features such as singing, movement, percussion instruments. 

 Principles of the Thematic Approach / Themes

a. The selected themes should suit the interest and ability of the individual.
b. The selected themes should be compatible with the syllabus.
c. The themes should essentially be relative to day to day situations.
d. Make sure that each individual is given an opportunity to undergo experiences in different situations.
e. Integrate the various skills.

 Steps to Implement the Thematic Approach

a. Ascertain the learning objectives.

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 b. Think of a suitable theme, such as animals, occupations, people and so on.
c. Sub-divide the theme into sub-topics. Example, the theme of animals can be divided into characteristics, habitat,
movement of animals and so on.
d. Plan out how the various aspects of music such as singing, creative movement and percussion can help children or
students to understand a topic or theme fully and clearly.

Example of Teaching and Learning Music Using the Thematic Approach

Song Title : Bunyi Semua (Refer to score)
Musical : 1. Listening:
activity
 Listen and see how sound is produced from various percussion instruments and body percussion.
 Identify the characteristics of sound such as long sound, short sound, light sound, heavy and so on.

2. Singing :

 To sing the song ‘bunyi semua’ according to the rhythm of the song.

 To sing with ostinato or drone accompaniment taken from the lyrics of the song such as ing, ing,
ing as drone and ing, tu, bum, cing as ostinato.

3. Percussion :

 Play percussion instruments to accompany singing.

4. Creative movement :

 To compose a body percussion composition and to play it.