Conception of Music Education in Thailand
Keywords:
Music Education, Management in Music Teaching and Learning, Evaluation in Music Subjects, Production of Music Teachers, ThailandAbstract
The purpose of this paper is to investigate the principles of music education in Thailand. They are divided into three sub-concepts based on aesthetic beliefs and scientific truths. 1) Bringing music courses into Thailand's educational curriculum from early childhood to undergraduate level to enhance numerous developments that help learners become a well-rounded individual in terms of physical, emotional, social, and intellectual growth. 2) The concept of evaluation in teaching and learning music, two course categories have been established based on their characteristics: (1) theoretical course, which focuses on knowledge and uses mostly measurement data from cognitive domain learning theory. (2) practical course, affective domain and psychomotor domain metrics from learning theory are used to focus on the growth of individual music in a music practice group. 3) Production of music teacher, according to the National Higher Education Qualifications Framework, the origins, characteristics, and trends of the need for potential music teachers are discussed. To be in accordance with the educational environment that will lead to a learning society in the coming decade.
Downloads
References
Viega, M., Science as art: Axiology as a central component in methodology and evaluation of arts- based research (ABR). Music Therapy Perspectives, 2016. 34(1): p. 4-13.DOI: https://doi.org/10.1093/mtp/miv043.
Feld, S., Aesthetics as iconicity of style, or ‘lift-up-over sounding’: Getting into the Kaluli groove.Yearbook for Traditional Music, 1988. 20: p. 74-113.DOI: https://doi.org/10.2307/768167.
Schalkwyk, D. and L. Lapula, Solomon Plaatje, William Shakespeare, and the Translations of Culture. Pretexts: literary and cultural studies, 2000. 9(1): p. 9-26.DOI: https://doi.org/10.1080/713692698.
Hargreaves, D.J., D. Miell, and R.A.R. MacDonald, What are musical identities, and why are they important. Musical identities, 2002. 2: p. 1-20.
Saguni, F., H. Hamlam, and G. Gusnarib, The Adversity Quotient Between Teacher Professionalisme on Student’s Autonomous Learning. Journal of Social Studies Education Research, 2021. 12(3): p. 312-342.
Martin, F., et al., Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 2019. 42: p. 34-43.DOI: https://doi.org/10.1016/j.iheduc.2019.04.001.
Girard, A., Music as a (Science as a) Liberal Art at Princeton. Zeitschrift der Gesellschaft für Musiktheorie [Journal of the German-speaking Society of Music Theory], 2010. 7(Sonderausgabe [Special Issue]): p. 31-52.DOI: https://doi.org/10.31751/563.
Watson, J.K.P., The monastic tradition of education in Thailand. Paedagogica Historica, 1973.13(2): p. 515-529.DOI: https://doi.org/10.1080/0030923730130209.
Ishii, Y., The roles played by a common language and music education in modernization and nation- state building in Asia. Espacio, Tiempo y Educación, 2018. 5(2): p. 55-76.DOI: https://doi.org/10.14516/ete.221.
List, G., Speech melody and song melody in Central Thailand. Ethnomusicology, 1961. 5(1): p. 16- 32.DOI: https://doi.org/10.2307/924305.
Kamalova, I.F., et al., Educational axiological potential of music art for the formation of moral value orientations of student youth. European Journal of Science and Theology, 2014. 10(6): p. 129- 137.
Vail, P., Can a language of a million speakers be endangered? Language shift and apathy among Northern Khmer speakers in Thailand. International Journal of the Sociology of Language, 2006. 2006(178): p. 135-147.DOI: https://doi.org/10.1515/IJSL.2006.021.
Saibunmi, S. and S. Trakarnrung, Barriers to Thai doctoral music students’ socialisation. Malaysian Journal of Music, 2016. 5(2): p. 36-53.
Cremata, R., Facilitation in popular music education. Journal of Popular Music Education, 2017.1(1): p. 63-82.DOI: https://doi.org/10.1386/jpme.1.1.63_1.
Thuntawech, S. and S. Trakarnrung, The ideal characteristics of higher education music institutes in 21st century Thailand. Malaysian Journal of Music, 2017. 6(1): p. 30-49.DOI: https://doi.org/10.37134/mjm.vol6.1.3.2017.
Clarke, P., ‘A magic science’: rock music as a recording art. Popular music, 1983. 3: p. 195- 213.DOI: https://doi.org/10.1017/S0261143000001628.
Myers, D.E., Freeing music education from schooling: Toward a lifespan perspective on music learning and teaching. International Journal of Community Music, 2007. 1(1): p. 49-61.DOI: https://doi.org/10.1386/ijcm.1.1.49_1.
Ockey, J., Thailand in 2019: An Election, A Coronation, and Two Summits. Asian Survey, 2020.60(1): p. 117-124.DOI: https://doi.org/10.1525/as.2020.60.1.117.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Author

This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.