improving recorder playing skills using sibelius software chapter 1-5-edited(1)

8/10/2019 Improving Recorder Playing Skills Using Sibelius Software Chapter 1-5-Edited(1)

1/35

1.0 INTRODUCTION

Music Education focuses on developing students self-potential in producing

creative minds which feel and enjoy music intellectually through musical activities.Activity such as singing, movement and playing musical instruments are integrated in

the syllabus of Music Education in school. Primary chool students are creative,

e!pressive and active.

"eaching is defined as a process whereby activities are designed for students in

order to bring improvement onto their behavior in the learning process. #hile learningis defined as a behavioral process which is permanent due to e!perience and practice.

"eaching is also a $nowledge delivering process. Effective teaching is through topic

planning, objectives, content, delivering method and assessments that suit students

ability and interest. %ther than that, teaching is an action which brings a change in

values and meaning. &t is also an intellectual activity which involves thin$ing, feeling,

and evaluating.

According to 'amus (ewan )ahasa dan Pusta$a *+ the term "eaching and

/earning comes from a basic form of word that is teach which means a guidance that

is given to other people. "eaching means everything that involves teaching others *e.g.

the method, system, etc. According to hea, +, 0uha1ren et al., 2334, learning is a

mental process which brings behavioural transformation. 5owever, *Eh +6 7uoted

that learning is a way to gain $nowledge, s$ills, attitude, and new values.

1


2/35

&n +8, there was an improvement in the nature of effective teaching and

learning that was suggested by Anderson, ++ as stated by "urner, 233+ in his boo$,

E!pert "eaching that tells about the role of a teacher in determining the focus of the

class, building a class that is based on functions and to improve and maintain students

momentum. After 2333 that is entering the 2+stera, effective teaching and learning is

also influenced by teaching aids i.e. Information and Communication Technologies

(ICT) which involvedthe use of computer and other components.

"his statement is supported as the teaching and learning process is an

important element in ensuring the students can follow the subject content being

delivered *Muhd. 9au1i et al., 233:. ;harles *+82, too old, try to find out the latest

related articlestated that teaching can be considered systematic when it is able to be

combined with the teaching aids. "hus, teaching can be more effective and succeed in

bringing the students to focus onto their study. "his statement is supported by an

academic research which finds students who learn through visual was 83< and audio

was only 63


3/35

"he e!perience of teaching music education in primary school for +4 year is

very meaningful to the researcher. "he wor$ing e!perience gained either deductively

or inductively is used to apply in class with the hope that the students s$ills in music

will increase to the ma!imum level. 9rom the observation of teaching and learning

process of recorder playing, the researcher finds that several students did not master

the s$ills of reading the location of music notes. "he researcher also finds that they

failed in recorder fingering s$ills and producing the correct pitch blowing as those

students did not manage to identify the music note location names while reading the

score melody which they were as$ed to play.

"his adds to the difficulty to play the melody re7uired in variety and

simultaneously. "his is supported by the results of the assessments done by 4 students

of "ahun Empat A which did not able to play recorder with the accurate pitch

according to the re7uired criteria. A good 7uality tone of recorder blowing depends on

4 techni7ues which are posture, embouchure, tonguing, breathing and fingering. "hese

techni7ues are very helpful in producing a high 7uality tone. "he failure in fingering

techni7ue will disturb the 7uality of a good tone for a presentation. &f this matter is

continues, those students will have difficulties in playing the notes of the score

melody and will produce s7uea$ing pitch. &n real situation, the respondents showed a

deep interest in playing recorder. 9urthermore, these respondents felt e!cited and

happy when they succeeded in playing the song which had been played in the class.

5owever, they were re7uired to play a new melody= they found it difficult for them to

read the note locations and the reading was delayed.

3


4/35

"he researcher also finds that the period of >3 minutes per class wee$ly for

music education session in primary school is insufficient which contributes to the lac$

of s$ills in playing recorder. "he insufficiency of time and intensive practice leads to

problem in its teaching and learning. "he researcher also finds that this problem is

because recorder playing subject is new to the primary school students. )esides, the

students themselves do not own their own recorder which ma$es the problem even

worse. "his is due to the lac$ of e!posure as these students live in suburban areas

which hinder the interest of playing recorder to grow. "he lac$ of teachers with music

option also adds up to this problem. "eachers with no music option do not have the

re7uired s$ills to teach the students.

"hus, the researcher is interested in using drilling techni7ue to solve the

problem by replacing the note locations with a new numbering system by using the

teaching aid i.e. software called Encore. "his is to help the respondents in memori1ing

and playing recorder. "he music education lesson plan or 5uraian u$atan Pelajaran

e$olah ?endah Pendidi$an Mu1i$ Pendidi$an Mu1i$ *2332 focuses on producing

students with basic music understanding and $nowledge, minimum ac7uired s$ills in

music production, having the re7uired potential from creativity and innovation

aspects, able to appreciate and enjoy the music aesthetic value and practice good

values. 'hatijah *+: states that music should be the spine and pulse in school

curricular. "his helps in childrens emotional well-being, intellectuality, physical, and

spiritual.

4


5/35

According to @ational Education Philosophy, education in Malaysia is a

continuous effort to e!pand an individuals potential holistically to produce a balance

and harmony citi1en intellectually, spiritually and physically based on trust and

obedience to od. An active involvement in systematic music activity may able to

encourage cognitive abilities, students effective psychomotor and while promoting

sociali1ation value.

&n addition, there are various genre of music in the various cultures of

Malaysians which the students should $now it as the legacy of the nation. "he

$nowledge and e!perience in various cultural senses in music help to promote the

element of self-esteem and patriotism of the students themselves. "o reali1e the

potential of Pendidi$an Mu1i$ ')? curriculum, the application should be ta$en into

consideration and e!plored.

According to Mo$ *23+3,the education concept in Malaysia can be defined

from 9alsafah Pendidi$an 'ebangsaan *9P' which was officially constructed in

+>. 9P' which was mentioned will determine the focus, bases and inspirational

resources to all efforts and planning in education. &n this section, researcher has stated

the research content, literature review, as well as local and foreign research. "he

literature review is based on the action bac$ground related to music education in

Malaysia, its advantages, drawbac$s in Music Education "eaching and /earning,

(rilling "echni7ues, ?ecoreder Playing ?esearch through @umbering ystem and

oprano ?ecorder.

5


6/35

"he ability in playing the recorder of a melody in the class is worrying the

researcher. "his is because the 4 respondents were unable to play with accurate notes

and unable to read the song score well. 5owever, these respondents were able to

ac7uire the s$ills of not values but the wea$ness that could be seen is when they failed

to memori1e the note locations and read the melody notes in score correctly and

7uic$ly. "his is due to lac$ of intensive practice and new melody learned.

"he respondents who had these difficulties are students of year four. "heir

commitment and interest can be seen when they entered the music education class.

"he respondents felt that playing recorder is fun and able to show their talent and

potential. "he s$ills playing recorder has an important principle that is to play the

melody accurately. %bviously the researcher found that the basic s$ills which the

respondents failed to ac7uire will disturb the smoothness in playing the melody well.

"he basic notes that should be ac7uired in the syllabus of grade are ), A, and ;. A

perfect melody pitch played was disturbed because the respondents failed to produce a

synchroni1ed melody when playing the recorder in the class. "hus, the researcher

should encounter this problem by analy1ing, listening, and applying the appropriate

method as well as guiding the respondents to improve their s$ills in playing the

recorder.

"he researcher has ta$en early actions as to ensure the respondents to identify

the melody note location names by playing the recorder with a slow tempo. "hey

should not be taught by force or too fast to master the melody note location names.

"he researcher might help the respondents by pronouncing the melody note name first

before fingering the recorder. "he respondents would master the fingering techni7ue

when they can memori1e the melody learned.

6


7/35

Provided that the respondents did not memori1e the melody note location

names when they played it, difficulty would arise based on the @ational Education

Philosophy principle which promotes individual potential development as a whole and

united to produce a dynamic citi1en who are harmony intellectually, emotionally,

spiritually and physically. An active involvement in systematic music activity will

encourage cognitive development, affection, students= psychomotor while inculcating

sociali1ation value. @ot relevanByou have to state your problem with a related article

..maybe you can find out article about music and technology of using software to

improve music learning

According to u$atan Pelajaran Pendidi$an Mu1i$ ')? *2333, it is stated

that the base of music that are rythm and pitch are already e!ist in daily movement

and articulation. "his matter ma$es the children to feel at ease and responded

spontaneously in e!pressing themselves. "his type of behaviour when being hadled

wisely will become effective role played in the childres self development.

;ognitively, students have ac7uired $nowledge and understanding of music. 9or

"ahap students specifically, music activity and movements will not only help in their

$inesthetic growth but also helps them to understand the abstract music concept.

9rom the sociali1ation aspect, the singing and movements as well as group playing of

musical instruments give the students the opportunity to communicate and interact and

apply good values. Meanwhile there are many genres among the various cultures in

Malaysia which should be $nown as our national heritage. "he $nowledge and

e!perience on various cultural influences in music would be able to promote self-

esteem and patriotism in the students themselves. "o reali1e the curriculum potential

of Pendidi$an Mu1i$ ')?, the enforcement should consider and e!plore various

7


8/35

approaches, strategies and techni7ues which are related to teaching and learning i.e.

Multiple &ntelligence, 9uture tudy, Mastery /earning not related to your research.

#here is problem statement, please identify your problem statement with relatedarticle to support.

2.0 RESEARCH OBJECTIVES AND RESEARCH QUESTION

"his section e!plains the rationale of the research. "here are two issues

mentioned in this research C

2.+ to &ncrease the recorder playing s$ill by reading the song musical scoreaccording to theusingibelius oftware.

?esearch objective 2 lebih $urang sama dengan yg +.

2.2 &mproving the s$ills in sight reading by intensive practice with the help ofibelius software.

"o find out the effectiveness of sibelius software in helping students to improve therecorder playing s$ills.

As for the research 7uestion is as follows C

2.6 #ill reading music score melody simultaneously in ibelius oftware increaserecorder playing s$illD

2. (oes intensive practice with the help of ibelius software improve sightreading s$illD

)uat research 7uestion berdasar$an research objective 2

8


9/35

3.0 LITERATURE REVIEW

In this section, researcher has stated the research content,

literature review, as well as local and foreign research. The literature

review is based on the action bacground related to action research,

!usic education in "ala#sia, its advantages, Technolog# In "usic

$ducation, %rilling Techni&ues, 'ecorder (la#ing 'esearch through

)u!bering *#ste! and *o+rano 'ecorder.

3.1 Kajian Tindakan

)ahagian ini menerang$an tentang latar bela$ang, definisi, ciri-ciri dan tujuan

$ajian tinda$an. 'ajian "inda$an dalam pendidi$an dila$u$an dengan tujuan untu$

meng$aji pola ting$ahla$u murid, para guru, pentadbir dan pe$erja di se$olah atau

institusi pendidi$an lain. Penemuan melalui $ajian merupa$an ilmu pengetahuan baru

yang a$an diguna$an untu$ mening$at$an pendidi$an dan amalan pengajaran dan


10/35

pembelajaran. 'ajian "inda$an ini adalah $ajian berbentu$ $ualitatif. 'ajian $ualitatif

mengguna$an data dalam bentu$ fa$ta asal seperti dilihat, didengar atau dibaca. (ata

berbentu$ statisti$ nombor juga diguna$an tetapi tida$ menjadi cacat sesuatu $ajian

tinda$an yang tida$ mengguna$an data berbentu$ itu. Peraturan yang perlu dipatuhi

apabila menjalan$an $ajian tinda$an ialah $eempat-empat lang$ah asas iaitu

merancang, bertinda$, memerhati dan merefle$ yang dila$u$an secara berurutan

dalam bentu$ gelungan.

3.1.1 D!ini"i Kajian Tindakan

Menurut A$hiar hamsina *23+3C+ 'ajian "inda$an Penyelidi$an dalam

pendidi$an sebagai proses memperolehi pengetahuan baru melalui pengumpulan data

dan ma$lumat untu$ menyelesai$an masalah pendidi$an dan seterusnya diguna$an

untu$ mening$at$an $ualiti dan amalan pendidi$an

Menurut 'uli$ et.al, *+8 'ajian "inda$an adalah proses untu$ meng$aji

situasi sebenar se$olah atau $elas untu$ memahami dan memperbai$i $ualiti dalam

tinda$an atau arahan.

9oshy "omlinson *+4 'ajian "inda$an adalah sejenis in$uiri yang

mempunyai pra-perancangan, tersusun dan boleh di$ongsi bersama dengan guru-guru

yang lain.

1-


11/35

Mc@iff, /oma! #hitehead *+> 'ajian "inda$an adalah satu $aedah

yang sistemati$ dan tersusun bagi guru untu$ memerhati amalan mere$a atau untu$

menero$a masalah dan mencari penyelesaian yang terbai$ .

'ember ow *+2 usaha guru untu$ memperbai$i pengajaran mere$a

secara sistemati$ melalui $itaran yang melibat$an proses perancangan, pela$sanaan,

pemerhatian refle$si .

;ochran /ytle *+3 $ajian di bili$ darjah yang dila$u$an oleh guru-guru

bagi memboleh$an mere$a menero$a isu-isu pengajaran yang mere$a su$a atau tida$su$a bagi menambahbai$$an amalan tersebut atu $ajian yang sistemati$ oleh

se$umpulan guru untu$ mengubah dan memperbai$i amalan pendidi$an melalui

tinda$an pra$tis mere$a sendiri serta refle$si terhadap $esan atau a$ibat tinda$an

tersebut.

3.1.2 Ci#i$Ci#i Kajian Tindakan

Menurut Mo$ *23+3 menyata$an bahawa ciri-ciri $ajian tinda$an adalah

berdasar$an huraian $onsep dan definisi $ajian tinda$an, huraian menyata$an tentang

$ajian yang dijalan$an secara $umpulan serta usahasama dalam sesuatu $ajian

tinda$an . elain itu ia juga melibat$an hubungan teori dengan amalan harian . i$ap

$omuniti a$an terbentu$ terhadap perse$itaran dan diri sendiri dan membai$i $erja

$umpulan atau diri sendiri seterusnya untu$ $ebai$an orang lain. /ing$aran yang

penting ialah tinjauan, perancangan, pela$sanaan dan pemerhatian serta refle$si.

emua prose situ meliputi penggunaan dan penyimpanan data dan re$od secara

sistemati$.

)erdasar$an $ajian tinda$an ;arr 'emmis *+:> mengabstra$$an tujuh

cirri utama $ajian tinda$an seperti $ajian tinda$an berciri amalan social yang

11


12/35

merang$umi $efahaman terhadap isu social, bertujuan $emajuan untu$ menambahbai$

$uri$ulum, berciri $itaran refle$si, berupaya in$uiri sistemati$, peng$aji membuat

refle$si terhadap amalan mere$a, berciri mengutama$an a$tiviti $umpulan dan

$erjasama antara peserta dan a$hir se$ali soalan $ajian ditentu$an oleh peng$aji

berdasar$an $eperluan untu$ meng$aji masalah yang dihadapi oleh diri dan

responden.

3.1.3 T%j%an Kajian Tindakan

Pela$sanaan 'ajian "inda$an di bili$ darjah bertujuan $husus untu$

mening$at$an $eber$esanan amalan mengajar peng$aji dan mening$at$an pencapaian

responden. 5asil $ajian yang diperolehi memberi peluang $epada peng$aji mengubah

$aedah dan te$ni$ mengajar serta mencuba sesuatu yang baru dan lebih sesuai.

Peng$aji boleh meneliti a$tiviti pengajaran secara terperinci melalui a$tiviti refle$si."injauan ini a$an memberi $eya$inan $eti$a menjalan$an a$tiviti pengajaran pada

masa depan.

?amalan pencapaian dan $eber$esanan pengajaran di bili$ darjah dapat

di$etahui melalui $ajian tinda$an peng$aji a$an mendo$umentasi$an dalam bentu$

tulisan. &a merupa$an bahan ruju$an yang penting untu$ para pendidi$ . (engan

12


13/35


14/35

"he $nowledge and e!perience in various cultural senses in music help to

promote the element of self-esteem and patriotism of the students themselves. "o

reali1e the potential of Pendidi$an Mu1i$ ')? curriculum, the application should be

ta$en into consideration and e!plored. ccording to Mo$ *23+3, the

education concept in Malaysia can be defined from 9alsafah Pendidi$an 'ebangsaan

*9P' which was officially constructed in +>. 9P' which was mentioned will

determine the focus, bases and inspirational resources to all efforts and planning in

education.

According to u$atan Pelajaran Pendidi$an Mu1i$ ')? *2333, it is stated

that the base of music that are rythm and pitch are already e!ist in daily movement

and articulation. "his matter ma$es the children to feel at ease and responded

spontaneously in e!pressing themselves. "his type of behaviour when being hadled

wisely will become effective role played in the childres self development.

;ognitively, students have ac7uired $nowledge and understanding of music.

9or "ahap students specifically, music activity and movements will not only help in

their $inesthetic growth but also helps them to understand the abstract music concept.

9rom the sociali1ation aspect, the singing and movements as well as group playing of

musical instruments give the students the opportunity to communicate and interact and

apply good values.

Meanwhile there are many genres among the various cultures in Malaysia

which should be $nown as our national heritage. "he $nowledge and e!perience on

various cultural influences in music would be able to promote self-esteem and

patriotism in the students themselves.

14


15/35

3.3 T-n&, In %"i- Ed%-a(in( 'an ,#a''a(i-a& ###" +&" --k

%# ,#a''a# and #$+#a"

According to 0ohn 9inney * 233: &f music education is to respond to the

opportunities offered by the digital age we will need thoughtful and reflective

teachers. DDDDDDD"hese will be teachers who are able to research their own practice,

as$ 7uestions about the role of music technologies as part of their own professional

development and in the development of their students. &n this paper the wor$ of threemusic teachers in the early stages of their careers are presented as e!amples of

reflective practice where the classroom environment is seen as problematic and where

7uestions need to be posed and systematic en7uiry entered into. "his is more than

evaluation of teaching and learning for it has the potential to change, even emancipate

teacher and learner, enabling both to see music and themselves differently. "he way

electronic musicians learn, the attitudes of girls and boys to composing with music

technology and the concept of self-regulated learning provide the issues investigated

in these cases, prefaced by glimpsing the social realities of students engaged with

music through digital technology in and out of school as well as in-between. (igital

technology is powerful agent in moving the minds of teachers and students ali$e.

9red eddon *year DDDDstated that increasing numbers of )roadband, &nternet

connected computers in schools ma$es innovative, collaborative creative music

ma$ing projects possible within and between schools both nationally and

internationally via e-learning environments. "hese e-learning environments can

support communication and collaboration but research has shown social interaction

does not happen automatically. ocial interaction within e-learning environments is

15


16/35

essential to promote effective collaborative learning but social interaction will not

occur without pedagogical practices designed to promote it.

"his presentation reports a pilot study that investigated the effects of

computer-mediation, prior musical e!perience and culture on the process and product

of collaborative computer-based composition via email. "he pilot study also revealed

the relationship between formal instrumental music tuition *9&M", groupings of

collaborators in relation to prior musical e!perience and composition strategies

adopted. ?esults indicated prior 9&M" was lin$ed to e!tended and comple! musical

dialogue, critical engagement with musical ideas and producing an Fe!ploratory

environment.@o prior e!perience of 9&M" was lin$ed to uncritical and descriptive

dialogue and a Fcumulative environment. &t was concluded that the most effective

groupings of collaborators had at least one of the participants having had prior

e!perience of 9&M". &f future music e-learning environments are to provide effective

learning then adaptation of e!isting teaching and learning practices may not be enough

to ensure their success. @ew teaching and learning strategies coupled with music

teacher education practices that e7uip teachers with the s$ills to ta$e advantage of

innovative music e-learning environments of the future will also be re7uired.

Meanwhile teve (illon*yearDDD stated that music technologies primarily

function as individual or solo activities. 5e e!plores the potential for computers to

provide a vehicle for ensemble li$e collaborative music ma$ing through improvisation

using computers on a networ$. @etwor$ed improvisation suggests Fa contemporary

musicianship which embraces the computer as instrument, the networ$ as ensemble

and cyberspace as venue. &n this paper & will discuss the emerging learning

opportunities of real-time improvisation of digital instruments connected via

electronic networ$s and draw from school and community based case studies

16


17/35

involving the jam2jam family of generative instruments and research project

*httpCGGwww.jam2jam.comG.

According to Ale! ?uhtmann *yearDDDD recent advances in onlinecollaborative technologies such as wi$is, blogs, and social networ$s have contributed

to a paradigm shift in how students use the &nternet and interact in their daily lives.

Along with new tools have come more efficient, fle!ible and easy-to-use &nternet

interfaces for creating media-rich online content. Participation in online social

networ$ing sites has spread rapidly among students in secondary and tertiary schools

in the Hnited tates. A by-product of these recent developments is a new vision of the

&nternet= it is seen as not just a repository of information and a conduit for

communication but rather a highly interactive collaborative platform that can be

personali1ed for sociali1ing, communicating and learning.

Although many of these tools were not specifically designed for music

education, they can be adapted to support a broad range of music classes in schools.

"he discussion concludes with a summary of strategies that music educators might use

to e!tend both the physical and temporal bounds of their classrooms by creating

online music learning environments for students. "hese environments enable students

to engage both collaboratively and reflectively with each other and the teacher, both

inside and outside of class time.

3.4 D#i&& T-ni5% In Ta-in, and La#nin, 6#-""

?eferring to catatannota.blog.coms entry entitled "eaching method and

techni7ue, intensive practice is a fact repetition to improve the performance in the

taught syllabus which focuses on the effort to achieve a certain level of s$ills or to

relate to something which will be memorable.

17


18/35

&n teaching situation, intensive practice or drilling in socialistic teaching

should be avoided. "his is because it will promote memori1ing but intensive practice

is encouraged in music education. &ntensive practice should be avoided in sociological

teaching as it promotes memori1ation but it is really recommended in music

education. &ntensive practice is convenient in achieving a certain s$ill e.g. memori1ing

melody note numbering system of the song score. "o avoid students boredom and

lac$ of focus, various &ntensive practices can be used e.g. conducting &ntensive

practice in group competition or individual, i.e. who can answer teachers 7uestion on

something e.g. scoring, counting and collecting mar$s and compare them among

groups or individuals involved.

5owever, for less competitive students, &ntensive practice can be applied with

the way to hold the recorder and pronounce the notation first from the note name

aspect. "he students can also pronounce them repetitively for memori1ing purpose.

#hen all notations in song melody which will be played are being memori1ed, then

the students can easily play the song with accurate tone.

3.7 S+#an R-#d#

Music education also has become parts of human life and society. ;hildren as

well as adults will react spontaneously to things that produce sounds and develop self-

e!pression through music. &n daily conversation there is also basic thing in music e.g.

18


19/35

rhythm and tone. &n primary schools, music education consists of singing, movement,

s$ills in using percussion which pitch less or with pitch and also recorder playing.

According to the theory by Emile 0a7ues-(alcro1e */ois ;ho$s$y,+:>,movement in music education can strengthen the $nowledge in fingering concept,

(alcro1e has used body gesture to promote understanding and develop alertness or

sensitivity towards musical aspects. According to tephanie Merrit, the (irector of

outhern ;alifornia ;enter for %"i-and &magery has told her story when she was a

teacher where there was a day when it was seen the students loo$ed wea$ and they

have a low understanding ability. 5ence, she as$ed her students whether they too$

brea$fast while listening to the music and they answered no, so from that moment she

as$ed them to listen to the music in the morning while having brea$fast. ince that

moment, a change was noticed as the students had become wiser, more cheerful and

lively. (oing an activity, movement or playing is a good step in developing ones

ability. An activity which is done voluntarily will increase students development and

growth. An activity performed must suit the childrens age and their capabilities.

According to (epdi$bud +, individual progress and ability can be e!panded

gradually by playing while learning because this will ma$e the students feel they are

not being forced and put under stress while learning.

?eferring to the teachers reference boo$ Pendidi$an Mu1i$ ')? *2336,

recorder is considered as blowing musical instruments. "his musical instrument has a

blower or mouthpiece whish is installed to the cylinder leveller which has seven holes=

si! in front and one at the bac$ and the last cylinder has two holes which contain twin

1


20/35


21/35

techni7ue, embouchure, tongueing, and fingering. All these techni7ues really help in

producing a good 7uality tone of blow.

"here are various techni7ues displayed in the recorder teaching module ofPusat Per$embangan 'uri$ulum *2336. "he first techni7ue is the posture techni7ue

before blowing the recorder that is the seating techni7ue or standing straight

comfortably while holding a recorder. 9igure 6 shows an e!ample of holding a

recorder correctly.

9igure 6 C 5ow to hold a ?ecorder

Posture plays an important role when playing a recorder. A good posture helps

in producing a good 7uality of tone. "he posture to play a recorder is the body is

straightened and in a comfortable position. ?ecorder is to be held at 4 degrees from

the body. "his is to ease the hand movement during the fingering. "hen the hand is

tensed a bit so it doesnt disturb the breathing. ?ecorder is held with the above left

hand finger and right hand finger for the bottom part. "his is a practical way to play or

blow a recorder.

"he second techni7ue is Embouchure which means the use of facial muscles

and lips shaping which follow the chee$ shape. "he mouthpiece needs to be inserted

21


22/35

in the mouth that is between the lips. #hen the lips are closed, it is prohibited to bite

the recorder. /ips are tensed and they need to be comfortable. 9igure shows

Embouchure techni7ue.

9igure C ?ecorder Embrosure

"he third techni7ue is tonguing which is important in the production of low

and high notes. "ongue movement helps in producing air which is suitable with tone

7uality. 9or the middle tone, the Fdu is produced by the tongue. #hile the low note

uses the Flu sound and lastly for the high note, the sound Ftu is produced. "hesound Jdu-$u is used during double tongueing. #hen the note is played, only the first

note will e!perience tongueing. 9or staccato play, the Ftut is produced for a short note.

9ourth techni7ue is breathing techni7ue to blow at a low note. "he pressure

from diaphragm is released slowly and under control. More pressure is released at a

fast speed to blow at a high note. %nly one breathing is used for a phrase. "his

techni7ue is important in producing a good tone according to the melody. 9ifth

techni7ue is fingering the recorder. /eft hand that is the thumb is numbered 3 closes

22


23/35

the bac$ hole of the recorder. "he point finger is numbered + to close the first hole on

the recorder. "he middle finger is numbered 2 closes the second hole while the ring

finger is numbered 6 closes the third hole.

9or right hand, point finger is numbered to close the fourth hole. "he middle

finger is numbered 4 to close the fifth hole. "he si!th hole is closed with the ring

finger that is numbered >. "he seventh hole is closed with the numbered 8 finger that

is the little finger. "here are two small openings on the holes numbered > and 8. "he

purpose of it is to produce the sharp and flat sound. 9igure 4 shows the fingering

techni7ue and the use of numbering system that would be used and applied by the

respondents for the recorder s$ills in before and after assessments in order to ensure

whether this numbering techni7ue succeed in the recorder learning.

9igure 4C @umbering "echni7ue

3.8 R-#d# 6&ain, U"in, through Numbering System

According to cribd web by A1man #ahab*yearDDD, referring to his proposal

on fingering techni7ue using the numbering writing states that students have problem

in mastering fingering techni7ue in p$aying recorder in the class. Many references are

stated in his proposal which are according to (r Alfred "omatis who wor$ed in

23


24/35

9rancem mentioned that music can give energy or strength to the brain. An e!periment

was conducted by a professional musician, (orothy ?etallac$ in +83 at "emple )uell

;ollege, ;olorado for his crops. 5e planted pump$ins and there were differences

identified on his crops e.g. his pump$ins which were played classical music had

grown well and the stems have crawled around the radio while the pump$ins that were

played roc$ music had not grown that well. "his shows that music plays important

role in living creatures growth.

4.0 LIITATIONS O9 RESEARCH

24


25/35

7.0 ETHODOLO:;

7.1 R"a#- D"i,n

25


26/35


27/35

Month

Kear 23+

Mac Apr May 0un 0ul August ept %ct @ov (is

"opic"itle (esignation;ollection %f &nformation

?espondents (ata ;ollection?evised Proposal"he &mplementation %f "he /earning

?ecorder using ibelius oftwareAnaly1ing And Evaluation of (ata&mprovement %f ?esearch ?eports

9inishing "he (ocumentation)inding ?esearch ?eportubmission ?esearch ?eport

"able C hant ;hart for ?esearch Planning

27


28/35

"he researcher has used the observation form instrument to identify the

respondents $nowledge on note value. After identifying the ac7uisition of note value,

the researcher has conducted the before assessment on four melody scores of recorder

s$ills. ?espondents who failed to ac7uire the recorder s$ills were needed to undergo a

fundamental activity.

"he after assessment was done to assess the s$ills of the five respondents.

Every one of them was given +3 minutes to play all the four songs with the $eyboard.

"he song score melody was displayed in the class using the Encore software. Pre "est

and post test assessments are the same assessment given to all respondents. %ther than

that, the data obtained was compiled and analy1ed and elaborated descriptively.

A reflection was done on what happened during the research process and it

was summed up thoroughly and suggestion for the future research was given.

7.2 Sa'+& Si


29/35

fingering using numbering system with the aid of Encore oftware can help enhance

s$ills and dominated play melody song optimally. "arget s$ills upgrading will be done

with the implementation of detection test before and after. /imitation that the

researcher will face is that this 4 respondents always absent. "heir family does not

have responsibilities toward their children. "his will be limitations in carrying out this

study.

7.3 In"(#%'n(

7.3.1 6# and 6"( T"(

Pre "est and Post "est assessments were conducted to monitor and identify

respondents proficiency in reading the song score melody for recorder s$ill. "his is an

action research assessment that has not been conducted on the respondents by using

various methods or techni7ues that can increase the respondents achievement.

"he purpose of this assessment is to identify the achievement and wea$ness

level on whether the respondents are able to read the song score melody

simultaneously or not. Pre "est was done to the five respondents to identify how

effective is the application of intensive practice and numbering system in increasing

recorder s$ills optimally.

"able 4 shows the )efore and After Assessment forms that were used for the

respondents which are divided into three parts i.e. Part A, 9eedbac$ 9orm, Part ) of

the )efore "est and Part ; of the After "est.

2


30/35

)ahagian Per$ara)ahagian A)orang soal selidi$

C /atar bela$ang respondenC Mengetahui nilai not semibrifC Mengetahui nilai not Minim bertiti$C Mengetahui nilai not MinimC Mengetahui nilai not $rocetC Mengetahui nilai not $uaver

)ahagian )Hjian Amali ebelum

C /agu EtudeLC /agu ?e$oder ayaLC /agu 9loraLC /agu Moon /ightL

)ahagian ;

Hjian Amali elepas

C /agu EtudeLC /agu ?e$oder ayaLC /agu 9loraLC /agu Moon /ightL

Ta/& 7

"able > shows the same Part ) and ; used to conduct the )efore and After "estfor mar$ scale detail of ?ecorder $ills Assessment.

)il @ama /agu $ala mar$ah+ Etude2 ?e$oder aya6 9lora Moon light

0umlah s$or$or min * jumlah N

"ahap pencapaian"able >C ample of ?ecorder $ills Assessment According to "one )lown by the ongMelody

"able 8 shows detail mar$ing scale of the respondents that is based on

assessment rubric of assessment which tells the achievement aspects that are very

wea$, wea$, average, good, e!cellent and above e!cellent.

3-


31/35

$alamar$ah

Aspe$ pencapaian 'riteria

+ angat /emah Murid tahu per$ara asas iaitu mengetahui lubangpenjarian re$oder not ), A dan .

2 /emah Murid menunju$$an $efahaman untu$ membuatpenjarian yang betul not ), A dan .

6 ederhana Murid mengguna$an pengetahuan untu$ membuatpenjarian not ), A dan dan meniup re$oder.

)ai$ Murid mela$sana$an $emahiran membuat penjariannot ), A dan untu$ meniup re$oder dengan

beradab dan ton yang betul.4 ;emerlang Murid mela$sana$an $emahiran membuat penjarian

not ), A dan untu$ meniup s$or melodi denganton yang betul secara sistemati$.

> emilang Murid mela$sana$an $emahiran membuat penjariannot ), A dan untu$ meniup s$or melodi dengan tonyang betul dan beradab secara sistemati$ dan boleh

membimbing ra$an sebaya.Ta/& => R"+ndn("? a#kin, S-a& and R-#d# a""""'n( R%/#i-.

7.3.2 In(#)i*

&nterview is a face to face interaction to obtain information that can improve

response rate. "his method benefits the respondents who do not $now how to write

and read. &nterview research was done to the five respondents and two Music "eachers

in the school to gain relevant information in the research. &t is being focused to $now

its effectiveness for intensive practice and numbering system applied in simultaneous

recorder playing with the help of ibelius software.

"his research analysis is divided into three parts that are Part A which leads to

7uestions on assessing $nowledge s$ills, understanding and notation value writing,

Part ) is interview 7uestions before test was conducted and Part ; which answered

the activity 7uestions after the test. "able : shows the division of the three following

partsC

31


32/35

@o &nterviews Aspect+. Part A $illC Assessing 7uestions on $nowledge, understanding

and notation value writing2. Part )

Pre "est$illC "o assess $nowledge, understanding andsimultaneous recorder s$ills using intensive practice and

numbering system aided by ibelius software.6. Part ;Post "est

$illC "o assess $nowledge, understanding andsimultaneous recorder s$ills using intensive practice andnumbering system aided by ibelius software.

"able :C &nterview ?esearch

&nterview research has been done in detail with the recording analysis to ease

the researcher in classifying category data and giving them allocation in numerical

code unit. "able shows research data recording to five respondents.

@o (ata coding determinants 'od+. Kes, & $now the code, teacher. +2. Kes, & $now and able to write the note value. 26. Kes, & can play the score melody. 6. Kes, & can play the score melody using the numbering system. 4 @o, & do not $now the note value. 4> @o, & do not $now and not able to write the note value >8 @o, & cannot play the score melody. 8

: @o, & cannot play the score melody using the numbering system. :Ta/& @> In(#)i* #"a#- ! R"+ndn(" da(a R-#din,

?eferring to the "able +3, interview 7uestions shows coding of interview

research test data to assess $nowledge, understanding and writing of notation value

conducted to all respondents.

$illAssessing 7uestions on $nowledge, understanding and notationvalue writing

@o ?esearch Ouestions 'od+. (o you $now the semibreve valueD2. (o you $now dotted minim valueD6. (o you $now the minim note valueD. (o you $now the crochet note valueD4. (o you $now the 7uaver not valueDTa/& 10> In(#)i* Q%"(in R"a#- ! R"a#- S%/j-( 6a#( A

32


33/35

?eferring to "able ++, interview research of Part ) and ; were used in the

)efore and After "ests to record data of the )efore "est conducted to all respondents.

$ill "o assess $nowledge, understanding and simultaneous recorders$ills using intensive practice and numbering system aided byibelius software.

@o ?esearch Ouestion 'od+. EtudeL song2. ?e$oder ayaL song6. 9loraL song. Moon /ightL songTa/& 11> In(#)i* #"a#- ! 6a#( B and C6# and 6"( T"(".

7.4 In(#)n(in

"his intervention activity was given to the respondents for the subse7uent

songs. "he levels of wee$ly activities planned are as followC

Wk 1

(uring the first wee$, the respondents received score melody for four songs

that contain the notations of ), A and . "hey were minim and crochet in the melody

chain provided in the song. "he respondents were re7uired to relate the note names by

changing them into numberings and write to all melody scores.

&n teaching session, the respondents were helped to blow the recorder at an

average tempo to guide them in understanding and reading the score melody for the

first song until they succeeded in ac7uiring the recorder s$ills.

Wk 2

"he respondent will played ?e$oder ayaL of the second score. &n this practice all

respondents were helped to pronounce the notation name with numbering system written

33


34/35

on the song score. #ith this, respondents were able to memori1e the numbers and able to

do fingering easily while playing the recorder.

?espondents were taught on the melody gradually until they achieved the fourtarget melody scores that were played in variety. After they succeeded in mastering the

song, intensive practice was used by combining the first and second song.

Wk 3

&n the third wee$, respondents played 9loraL and Moon /ightL. "he same

method was applied using the numbering system onto the fingering techni7ue to ease the

respondents to blow the recorder according to the given score. "his was repeated several

times so that the respondents can ac7uire the s$ills of fingering and memori1ing the

notations played.

Wk 4

"he post test assessment is used to assess the s$ills of the respondents. Every

respondent was given +3 minutes to play all the melody of four songs with the

$eyboard. Melody score was displayed in the class with the help of Encore software.

"he before and after assessment are the same assessments given to all respondents.

"hen, data is collected and analy1ed descriptively. ?eflection on what

happened during the process was done and it was summari1ed as a whole and

suggestion for future research was given.

34


35/35

7.7 Da(a C&&-(in

"his section e!plains on the design of the research, research tools and methods

of collecting data. "he tools that were used are observation form, assessments,feedbac$ and interview form. An early observation was done by observing the

respondents $nowledge on notation value on the song melody. "able 2 shows the

observation form that states +33< of the respondents were able to identify notation

values.

?esponden

'riteria penilaian mengenali nilai notasiemibrif

Minim

2'rocet

+'uaver

Q

?+?2?6??4

@otaCR

menguasai(apat menjawab dan menulis nilai notasi dengan jawapan dengan betul

S tida$menguasai

"ida$ dapat dapat menjawab menulis nilai notasi dengan jawapan denganbetul

"able 2C %bservation Assessment in identifying the notation value.

improving recorder playing skills using sibelius software chapter 1-5-edited(1)

Documents