The aesthetic approach suggests music is understandable by all humans and there is no in-depth training required to understand the inherent human qualities of music. In line with this, Alcodia (2012) stated that one does not need to be a music major in order to teach music and movement to young children. She strongly emphasized that teachers should keep themselves abreast to be familiarized with the modern approaches in teaching music. The paraxial approach emphasizes that humans must be engaged in the creation of music to understand it. That is, learning by doing, meaning, the more individual engaged in music the more he values and understands it. Alcodia (2012) discussed another the theory of multiple intelligences which
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In this method, children respond and interpret the rhythm of a musical piece through body movement. It was developed by Emile Jacques-Dalcroze, a Swiss composer.
Dalcroze has three key elements: the eurhythmics, solfege and improvisation. Eurythmics comes from the Greek term for good rhythm. Thus, rhythm and structure learn through kinetic exercises where pupils express what they hear through spontaneous bodily movement. Another method used to read rhythmic patterns and to acquire the rhythmic skills in general is the Modular Phonetics.
Modular Phonetics According to Anderson (2010), Modular Phonetics represents significant advances in the teaching an application of rhythm. It is based on the concept of modular phonetics. Modular refers to the interchangeability of rhythm syllables and phonetics refers to the sound of the rhythm syllables. Phonic has always been the key to the sound of the language. Without phonics the words could not be pronounced and the sound of the word could not be heard. In this approach learning takes place in the principle of “eye-ear-hand reflex” this meant, the eye sees it-the ear hears it-the hands execute it. This approach is supported from the theory of modalities by theorists: Walter Barbe and Raymond Swassing as cited by Hackett (2007) that learners process information through one or more learning channels: auditory, visual and/or
In this method, children respond and interpret the rhythm of a musical piece through body movement. It was developed by Emile Jacques-Dalcroze, a Swiss composer.
Dalcroze has three key elements: the eurhythmics, solfege and improvisation. Eurythmics comes from the Greek term for good rhythm. Thus, rhythm and structure learn through kinetic exercises where pupils express what they hear through spontaneous bodily movement. Another method used to read rhythmic patterns and to acquire the rhythmic skills in general is the Modular Phonetics.
Modular Phonetics According to Anderson (2010), Modular Phonetics represents significant advances in the teaching an application of rhythm. It is based on the concept of modular phonetics. Modular refers to the interchangeability of rhythm syllables and phonetics refers to the sound of the rhythm syllables. Phonic has always been the key to the sound of the language. Without phonics the words could not be pronounced and the sound of the word could not be heard. In this approach learning takes place in the principle of “eye-ear-hand reflex” this meant, the eye sees it-the ear hears it-the hands execute it. This approach is supported from the theory of modalities by theorists: Walter Barbe and Raymond Swassing as cited by Hackett (2007) that learners process information through one or more learning channels: auditory, visual and/or