Thailand Music education

ปัญหาอย่างหนึ่งในการร้องประสานเสียงแบบตะวันตกของคนไทยคือ ปัญหาเสียงแบน ไม่เปิดกว้างเหมือนกับชาวตะวันตก ผมก็เคยสงสัยกว่าประเทศอื่นๆ ในเอเชียที่มีการพูดลักษณะเดียวกับเรานั้นจะพบกับปัญหาเดียวกันบ้างหรือเปล่า พอดีวันนี้อ่านหนังสือ The origins and foundations of music education cross-cultural historical studies of music in compulsory schooling ก็เลยพบว่าปัญหาดังกล่าวเป็นปัญหาใหญ่สำหรับการเรียนการสอนขับร้องประสานเสียงในประเทศญึ่ปุ่นเช่นกันเนื่องจากวิธีการออกเสียง และวิธีการพูดของคนเอเชียนั้นแตกต่างๆ กับชาวตะวันตก โดยคนเอเชียมักจะปิดคอ และไม่ค่อยเปิด inner mouth เหมือนกับชาวตะวันตก และในช่วงนั้นผู้ที่มาสอนร้องเพลงให้คนญี่ปุ่นก็ไม่เข้าใจว่าปัญหาเกิดจากอะไร ปัญหานี้ได้ถูกค้นพบและพยายามแก้ไขในระยะเริ่มต้นของระบบการเรียนการสอนดนตรีในโรงเรียนของประเทศญี่ปุ่นเมื่อประมาณ 133 ปีที่แล้ว (ค.ศ.1881) จบ....

ABSTRACT                          This document is a qualitative research to investigate the marginalization of the Music subject in Thai basic education curriculum and to identify the cause of its deprivation of acknowledgement or acceptance in Thai basic education curriculum. The research is aimed to: 1) investigate the process of the origin and existence of Thai basic education curriculum, 2) investigate the process of the marginalization of Music subject in Thai basic education curriculum, and 3) investigate the countering methods of artists, well-known Music scholars who are involved in Thai basic education curriculum. The researcher applied 2 qualitative methods as follows: 1) Documentary research   2) One-on one   in-depth interviews of which the informants were primarily selected to fit the research’s objectives   (Purposeful Sampling), ...

Behold the bible of (US) curriculum discourse. Each chapter tells the story of curriculum from a particular perspective--with 15 chapters and over 850 pages, Pinar et al to some degree survey most of what has been written in the field since its inception in the 1820s and beyond. A good 230 pages are dedicated to the history of curriculum studies, with the rest describing contemporary curriculum perspectives: political, racial, gender, phenomenological, poststructuralist/deconstructed/postmodern, auto/biographical, aesthetic, theological, institutionalized, international. Certainly it could use an update (contemporary for Pinar as of this edition is 1980-1994, and since, there have been some exciting new works in curriculum: see, the "mythopoetic" perspective, Expanding Curriculum Research and Understanding: A Mytho-Poetic Perspective, 2000 Peter Lang, and the 2008 Pedagogies of the Imagination, Springer). Also, it's a bit tedious (i.e.: encyclopedic in nature, "synop...

In Thailand, the design and development of the offcial curriculum for kindergarten, primary and secondary is the responsibility of the Ministry of Education. Charoensook (2009), collected 15 offcial curriculum for mucsic from 1895 during the reign of King Chulalongkorn the Great Rama V to present. The objective of music curriculum is mainly to entertain, use music is the tool to establish Nationalisim and moral reasons. In the Thai Nation Curriculum, the singing is the most important subject. However, music lesson is depend on teacher ability and used the memorization and oral traditional to teaching approach. Nowadays, In the structure of new curriulum, music subject is under the Art Department, Basic Education Curriculum 2008. The idea came from the Education Decree 2001. The structure aims for learners to study for 12 years in school dividing by acadamic department. The standard of study had separated into 4 major levels, 3 years for each level. Each level composes ...

The education system of Thailand is provided mainly by Thai government through the Ministry of Education. Basic education is divided into six years of primary education and six years of secondary education, the latter being further divided into three years of lower- and upper-secondary levels. Kindergarten levels of pre-primary education, also part of the basic education level, spans 2-3 years depending on the locale, and is variably provided. Non-formal education is also supported by the state. Independent schools contribute significantly to the general education infrastructure. The school structure is divided into four key stages: the first three years in elementary school, Prathom 1 - 3, are for age groups 6 to 8, the second level, Prathom 4 through 6 are for age groups 9 to 11, the third level, Matthayom 1 - 3, is for age groups 12 to 14. The upper secondary level of schooling consists of Matthayom 4 - 6, for age groups 15 to 17 and is divided into academic and ...

Music plays an important role in improving human quality of life. The study of music can help develop a person physically, emotionally, and intellectually. Since the music subject is skill-based, the best way to learn is by playing. Thus, students should learn how to play an instrument as part of their education, and it can be a Thai or western instrument. In addition, students are interested in this subject, because they get a chance to perform, and they are pleased when they see that they can play music. The Saw-Dung is one of the most popular instruments used in music performance classes in the Thai educational system. Currently, many schools offer music performance classes as free electives designed to encourage students to find their potential so that they can further their studies or plan their careers. From his teaching experience and from preliminary studies, the researcher identified problems in performing Thai music subject and in teaching Saw-Dung in classroom which can be c...