MANAJEMEN PENDIDIKAN KECAKAPAN HIDUP MELALUI PROGRAM KELAS MUSIK DI LEMBAGA KURSUS DAN PELATIHAN SYMPHONY MUSIC SCHOOL KOTA TASIKMALAYA

Pendidikan Kecakapan Hidup atau Life skills merupakan pendidikan yang dapat memberikan bekal keterampilan yang praktis, terpakai, terkait dengan kebutuhan pasar kerja, peluang usaha dan potensi ekonomi atau industri yang ada di masyakarat. Tujuan penelitian ini untuk mengetahui bagaimana manajemen pendidikan program kelas musik di lembaga kurus dan pelatihan Symphony Music School Kota Tasikmalaya. Penilitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Teknik pengumpulan data yang dilakukan pada penelitian ini yakni melalui wawancara dan observasi. Hasil penelitian menunjukkan bahwa manajemen pendidikan kecakapan hidup melalui program kelas musik di LKP Symphony Music School sesuai dengan teori manajemen pendidikan luar sekolah, yang dimulai dari tahap perencanaan, sampai dengan evaluasi. Saran yang dapat diberikan oleh peneliti yakni Sebaiknya, perlu dilakukan tracking lulusan, untuk memberikan motivasi dan memperluas pandangan karir dan pengembangan bakat kepada warga belajar. 2) Sebaiknya, perlu diadakan kunjungan/out class ke lembaga/institusi/kampus/sekolah musik untuk memberikan motivasi dan mempertahankan minat serta sharing ilmu untuk pengembangan program sesuai dengan perkembangan jaman dan kebutuhan pasar.Kata kunci : Manajemen pendidikan, Lembaga Kursus Pelatihan, Pendidikan Kecakapan Hidup.

Some Remarks on the Art of Exegesis in the Kalophonic Style

The present article focuses on the technique and art of the so-called exegesis, the traditional interpretation of the kalophonic piece Ἀπόλαυε τῶν θαυμάτων τὰς ἰάσεις – Enjoy, seing the miraculous healings, in honor of St Demetrios, by St John Koukouzeles, in the first authentic mode. It is based on the manuscripts Zakynthos 7, Metochion Panagiou Taphou 728, and three Anthologia from the Music School of the Putna Monastery, and highlights several exegetical procedures through microsyntactical and generative analyses of chosen passages of the piece. The profile of the kalophonic melody revealed through the slow exegesis is mainly characterized by stepwise up-and-down movements of the voice around and between the structural notes, with few skips only, and in a perfect balance with the poetical text, which emerges for the singer and the listener syllable by syllable, carried on a continuous melodic flow, a sort of Byzantine ‘unendliche Melodie’.

Configurations of hope at the Afghanistan National Institute of Music

In settings of conflict and hardship, education can be a portal through which future lives are imagined. Experiences of schooling are thus tied closely to the generation of hope and the transformation of young lives. The goal of the Afghanistan National Institute of Music (ANIM), a vocational music school in Kabul, is to transform lives through music and education, by restoring music practices, cultural rights, and the country’s relationships with the rest of the world. Hope is central to this multi-faceted project and is cultivated within the school, strategically, as a source of protection and a driver of desired change. Conceptual in scope, this article explores how hope was situated and configured within the learning experience at ANIM and entwined with the school’s transformation goals during the years 2015–2017. Using concepts of hope from critical anthropology and sociology and thematic analysis of interviews with ANIM students and teachers, it presents four configurations of hope at ANIM. It examines how these configurations were produced, nurtured, and distributed through activities, organisational culture, and environmental factors, in varying degrees of intensity and dynamism. In so doing, this article shows hope to be a complex and ambivalent resource for social impact in contexts in which music education, social transformation goals, and international aid converge. Hope produces agencies that can drive transformation, but it is always shaped and conditioned by the complex challenges and power asymmetries of the wider context.

On the Early Stage of Teaching Music to Less Gifted Children

The present work covers the topic of the early stage of teaching less musically gifted children. The work is rooted in the principles of inclusiveness in music education and is based on an extensive pedagogical experience of the author throughout a prolonged teaching career in a music school for children. The success in teaching less musically gifted children depends critically on the choice of pedagogical approaches by the teacher, on the teacher’s attitude toward a child, and on creativity and flexibility adopted by the teacher. Several practical rules—based on the author’s teaching experience and on pedagogical literature—are described as guidance to teachers working with less musically gifted children. The connection between music education and overall child development is also discussed. Music education is a stimulating cognitive exercise which plays an important role in overall cognitive development of a child. Musical education can stimulate not only intellectual development, improve general educational performance, but also yield improved physical condition. Musical education, therefore, is closely connected to the most valuable aspects of life.

Hubungan Antara Kemampuan Musikal dengan Multiple Intelligences pada Anak

Multiple Intelligences pada anak dapat ditinjau melalui kemampuan musikalnya. Anak dapat menentukan jenis kecerdasan apa saja yang dimiliki. Dalam melakukan kegiatan bermusik, anak dapat mengespresikan bentuk kata maupun nada. Mengasah kemampuan musikal akan memberikan perubahan signifikan terhadap perkembangan motorik tubuh dan delapan kecerdasan otak. Tujuan penelitian ini adalah untuk mengungkapkan deksripsi hubungan antara kemampuan musikal yang dimiliki anak dengan Multiple Intelligences. Metode penelitian ini menggunakan pendekatan kualitatif dengan tentang penguraian kejadian-kejadian. Penelitian ini menguraikan tentang hubungan antara kemampuan musikal dengan Multiple Intelligences pada anak untuk menunjang kecerdasan anak melalui dunia pendidikan non formal. Hasil penelitian ini diperoleh dengan memaparkan sejumlah data berupa data deksriptif murid Melodio Music School yang masing-masing memiliki kemampuan vokal, bermain piano, dan bermain biola. Deskripsi kemampuan musikal pada anak-anak tersebut dihubungkan dengan kedelapan jenis kecerdasan majemuk. Setiap anak berkemampuan musikal memiliki kapasitas musikal yang dapat menunjukkan dominansi jenis Multiple Intelligences-nya.

Future-proofing the Electronic Music School

A central difficulty of building a curriculum around current popular music styles is the rapid evolution of those styles. In this chapter, we give strategies for maintaining a music technology program’s cultural relevance over longer time spans, without rewriting every lesson plan every year. Rather than trying to respond to every new development in popular culture, we propose that teachers follow the hip-hop ethos of maintaining freshness. And rather than chasing novelty, we suggest that teachers look for common threads across popular styles and trends, and teach to those commonalities. We also propose identifying out-of-date styles that have become appealingly retro, since these can become a long-lasting feature of the curriculum without losing freshness. We also give strategies for maintaining cultural continuity as student cohorts graduate, and how the same set of technical skills can underlie a wide variety of genre-based projects. Finally, we address broader problems like adapting to new teaching formats and the ramifications of committing to a software platform.

Electronic Music School

This book is a practical blueprint for teachers who want to begin teaching project-based music technology, production, and songwriting to secondary and college-age students. It aims to inspire teachers to expand beyond the usual ensemble offerings and to create a culture of unique creativity at their schools. The approach primarily draws upon the authors’ experiences developing and implementing the music technology program at Lebanon (Ohio) High School, one of the nation’s largest secondary-level programs, and courses at New York University and Montclair State University. While the lesson templates can be used with any hardware and software setup, the popular digital audio workstation Ableton Live is used for specific examples and screenshots.

Understanding Student-Led Groups

Moving beyond traditional education structures to build a lasting electronic music school movement requires more than charismatic teachers and compelling outcomes. It requires a generation of students who feel ownership of their work, and their work has to make a meaningful impact on the school and the community of students at large. This chapter discusses the teacher’s role in such groups, as a facilitator rather than director. The chapter explains the organizational psychology behind creative teams and gives methods for helping students work in groups that highlight their strengths and that match projects to their abilities and interests. The text outlines the facilitator’s responsibility to motivate productivity, to provide logistical support and resources, and to act as a proxy for the audience. Finally, the chapter shows how these methods can expand beyond music projects to encompass film, TV shows, and other multimedia production.

Virtual Electronic Music School

This chapter discusses how an electronic music school works in a post-COVID world. The chapter gives models for teaching online and in person while following social distancing requirements. The text reflects on teaching techniques that are impossible during a pandemic and introduces strategies for adapting to remote instruction. The disruption caused by the pandemic has forced reassessment of long-standing assumptions and may even foment valuable changes. For example, since large-ensemble rehearsal and performance are difficult or impossible to do remotely, music educators in the United States have both the obligation and the opportunity to compare their practices with those of other English-speaking countries that have de-emphasized large teacher-directed ensembles. The chapter compares synchronous and asynchronous approaches to online teaching and proposes online formats like livestreaming. Finally, in cases where face-to-face interaction is limited or impossible, the chapter presents the concept of an online community of practice and existing examples of such communities.

Hindrances to recognition in Finnish music schools

This article examines recognition relations between students and teachers in Finnish music schools. The research is based on written texts by music school students. The texts are analysed for difficulties in recognition relations, namely, hindrances to recognition in music schools. In the texts, some of the respondents describe situations that can be analysed as hindrances to recognition. The author analyses four different types of recognition-related problems in the data, the main issue being a tension between caring for people (respecting them) and promoting musical values (emphasising esteem). In addition to discerning problems, the article attempts to alleviate this tension. This might be achieved if different kinds of excellence, rather than just one, were to be developed in music schools. Students’ different abilities and motivations might then have a chance to emerge. Caring for people in the context of studying music would mean helping them to find the musical values they can and want to promote.