Abstracts
Abstract
This study focuses on the innovative strategies that tertiary music teachers (specialist music teachers and experts) employ to help musically-challenged students. Those who have trouble with rhythm, tonal acuity, music theory, and musical aptitude are operationally referred to as musically-challenged. Ten participants were selected through purposive sampling and responded to the interview questions using an interview guide. Thematic analysis was conducted on their responses to generate codes and themes in this investigation. This is a single case study that draws from constructivist and behaviourist learning theories. To help students who have difficulty with music, music and its related components should be valued as an essential part of the curriculum. Devoted teachers should authentically demonstrate all of the subject's contents using innovative teaching strategies, allowing students to immediately grasp the values to be inspired and confident in the subject. As a result, strategies such as identifying the weaknesses of the learners, informal instruction, collaborative learning, repetition, positive reinforcement in learning, technology integration, and patience have proven to be effective solutions to the case being studied.
Keywords:
- Music Education,
- Musically-Challenged Students
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Appendices
Biographical note
Jay P. Mabini is an Assistant Professor in the Arts and Humanities Department at Leyte Normal University in Tacloban City, Philippines. He has worked as a classroom music teacher for seven years at the same university. He holds a Master of Arts in Education (MAEd), with a major in Music Education, from Cebu Normal University in Cebu City, Philippines. Currently, he is a candidate for a Doctor of Musical Arts (DMA) in Music Education at St. Paul University Manila, in Manila, Philippines. His research focuses on music education, specifically teaching strategies, technology integration, and classroom management in music instruction.
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