Kamis, 23 Desember 2010

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USING SONG-EXPERIENCE-GAMES TO BUILD INCLUSION IN A FIRST GRADE CLASSROOM MENGGUNAKAN SONG-PENGALAMAN-GAMES UNTUK MEMBANGUN KESATUAN DALAM RUANG KELAS GRADE PERTAMA
Katherine A. Rausch Katherine A. Rausch
BA, California State University, Sacramento, 1999 BA, California State University, Sacramento, 1999

THESIS Tesis

Submitted in partial satisfaction of Disampaikan dalam kepuasan parsial
the requirements for the degree of persyaratan untuk tingkat

MASTERS OF ARTS Master of Arts
in di
EDUCATION PENDIDIKAN
(Curriculum and Instruction) (Kurikulum dan Instruksi)

at di

CALIFORNIA STATE UNIVERSITY, SACRAMENTO NEGARA CALIFORNIA UNIVERSITY, Sacramento

FALL FALL
2009 2009

USING SONG-EXPERIENCE-GAMES TO BUILD INCLUSION IN A FIRST GRADE CLASSROOM MENGGUNAKAN SONG-PENGALAMAN-GAMES UNTUK MEMBANGUN KESATUAN DALAM RUANG KELAS GRADE PERTAMA

A Thesis Sebuah Tesis
by oleh
Katherine A. Rausch Katherine A. Rausch



Approved by: Disetujui oleh:
_________________________________________________, Committee Chair Ketua Komite _________________________________________________,
Crystal Olson, Ed.D. Kristal Olson, Ed.D.
__________________________________________________, Second Reader Kedua __________________________________________________, Reader
Frank Lilly, Ph.D. Frank Lilly, Ph.D.
Date: _______________________________________ Tanggal: _______________________________________

Student: Katherine A. Rausch Mahasiswa: Rausch A. Katherine
I certify that this student has met the requirements for format contained in the University format manual, and that this Thesis is suitable for shelving in the Library and credit is to be awarded for the Thesis. Saya menyatakan bahwa siswa ini telah memenuhi persyaratan untuk format yang terkandung dalam format manual University, dan bahwa ini Tesis cocok untuk rak di Perpustakaan dan kredit akan diberikan untuk Tesis.

___________________________, Associate Chair _____________________ ___________________________, Associate Kursi _____________________
Dr. Rita Johnson Date Dr Rita Johnson Tanggal
Department of Teacher Education Departemen Pendidikan Guru

Abstract Abstrak
of dari
USING SONG-EXPERIENCE-GAMES TO BUILD INCLUSION IN A FIRST GRADE CLASSROOM MENGGUNAKAN SONG-PENGALAMAN-GAMES UNTUK MEMBANGUN KESATUAN DALAM RUANG KELAS GRADE PERTAMA
by oleh
Katherine A. Rausch Katherine A. Rausch
Statement of the Problem Pernyataan Soal
One of the challenges facing teachers is building an inclusive classroom community to facilitate a positive learning environment. Salah satu tantangan yang dihadapi guru adalah membangun masyarakat kelas inklusif untuk memfasilitasi lingkungan belajar yang positif. When a classroom is not inclusive students who have been excluded do not learn effectively and become a distraction to the entire class. Ketika ruang kelas tidak termasuk siswa yang telah dikecualikan tidak belajar efektif dan menjadi gangguan kepada seluruh kelas.
Sources of Data Sumber Data
This study was conducted over the 2005-2006 school year in a first grade classroom at Mission Avenue Open Elementary School. Penelitian ini dilakukan selama tahun ajaran 2005-2006 di kelas kelas satu di Mission Avenue Terbuka Sekolah Dasar. Data were collected from the students, parents, and the teacher through the use of journals, observations, photographs, and interviews. Data dikumpulkan dari siswa, orang tua, dan guru melalui penggunaan jurnal, pengamatan, foto, dan wawancara. Case studies were conducted on five students who were selected to represent a diverse cross-section of the class. Studi kasus dilakukan pada lima siswa yang dipilih untuk mewakili sebuah salib beragam-bagian dari kelas.
Conclusions Reached Mencapai Kesimpulan
The use of the Education Through Music program in my classroom helped to build an inclusive classroom community. Penggunaan Pendidikan Melalui program Musik di kelas saya membantu membangun suatu komunitas kelas inklusif. The building of this classroom community is reflected in the changes that occurred in the level of participation, emotions, and inclusion of all students as the school year progressed. Pembangunan kelas komunitas ini tercermin dalam perubahan yang terjadi pada tingkat partisipasi, emosi, dan inklusi semua siswa tahun ajaran berlangsung. These changes can be seen in the journaling of the parents and students, the faces of the students in the classroom photographs, and my notes as the school year progressed. Perubahan ini dapat dilihat di journal orang tua dan siswa, wajah para siswa di kelas foto-foto, dan catatan saya sebagai tahun ajaran berlangsung. I would recommend the use of Education Through Music's song-experience-games to build inclusion in a first grade classroom. Saya akan merekomendasikan penggunaan Pendidikan Melalui lagu-pengalaman Music-games untuk membangun inklusi di kelas kelas satu.


_________________________________________________, Committee Chair Ketua Komite _________________________________________________,
Crystal Olson, Ed.D. Kristal Olson, Ed.D.
_________________________ _________________________
Date Tanggal

ACKNOWLEDGEMENTS UCAPAN TERIMA KASIH
I wish to express my thanks to the following people for their support as I completed my course work and wrote my thesis: Saya ingin menyampaikan terima kasih kepada orang-orang berikut untuk dukungan mereka seperti yang saya menyelesaikan kuliah saya dan menulis tesis saya:
Dr. Crystal Olson, thank you for your encouragement and patience. Dr Crystal Olson, terima kasih atas dorongan Anda dan kesabaran. Your dedication to the arts in education has encouraged me to expand my use of music as a method for bringing joy in learning to my students. dedikasi Anda untuk seni dalam pendidikan telah mendorong saya untuk memperluas penggunaan saya musik sebagai metode untuk membawa kegembiraan dalam belajar murid-murid saya.
Dr. Frank Lilly, thank you for wise instruction on educational research methods. Dr Frank Lilly, terima kasih atas instruksi bijak metode penelitian pendidikan. Your class was invaluable as I conducted my research for this thesis. kelas Anda sangat berharga sebagai penelitian ini saya lakukan untuk tesis ini.
My family, thank you for your patience and understanding as I dedicated my time to getting my masters degree. Keluarga saya, terima kasih atas kesabaran dan pengertian Anda saat aku mendedikasikan waktu saya untuk mendapatkan gelar master saya.
My friend Laurie, thank you for your tolerance of the late nights spent working on the paper. Teman saya Laurie, terima kasih atas toleransi Anda larut malam dihabiskan untuk bekerja di atas kertas.


DEDICATION DEDIKASI
This thesis is dedicated to my wonderful first grade students. Tesis ini didedikasikan untuk pertama indah siswa kelas saya. Their exuberant participation in the Education Through Music program assured me that I had chosen a thesis which enriched their educational experience and brought joy to my teaching. Partisipasi penuh semangat mereka di Pendidikan Melalui program Musik meyakinkan saya bahwa saya telah memilih sebuah tesis yang memperkaya pengalaman pendidikan mereka dan sukacita dibawa ke mengajar saya. I would like to thank them for providing me with encouragement through their enthusiasm. Saya ingin berterima kasih kepada mereka untuk memberikan saya dengan dorongan melalui antusiasme mereka.


TABLE OF CONTENTS DAFTAR ISI
Page Halaman
ACKNOWLEDGEMENTS UCAPAN TERIMA KASIH                 vi vi
DEDICATION DEDIKASI                    vii vii
Chapter Bab
  1. INTRODUCTION PENDAHULUAN                  1 1
Purpose of the Thesis Tujuan dari Tesis ini                 1 1
Statement of the Problem Pernyataan Soal                1 1
Significance of the Thesis Signifikansi Tesis yang                1 1
Limitations Keterbatasan                   1 1
Definition of Terms Definisi Istilah                 2 2
Organization of the Thesis Organisasi Tesis yang               4 4
  1. REVIEW OF RELEVANT LITERATURE TINJAUAN LITERATUR RELEVAN            5 5
Education Through Music Pendidikan Melalui Musik                5 5
Brain Research Otak Penelitian                  7 7
Multiple Intelligences Multiple Intelligences                 9 9
Classroom Community Kelas Komunitas                12 12
Summary Ringkasan                    15 15
  1. METHODOLOGY METODOLOGI                  16 16
Participants Peserta                   16 16
Procedures and Measures Prosedur dan Tindakan                18 18
  1. DATA ANALYSIS AND FINDINGS ANALISIS DATA DAN TEMUAN             25 25
Participation Partisipasi                   25 25
Emotions Emosi                    27 27
Inclusion Penyertaan                    28 28
  1. DISCUSSION AND RECOMMENDATIONS DISKUSI DAN REKOMENDASI           30 30
Discussion Diskusi                    30 30
Recommendations Rekomendasi                  32 32
Appendix: Song-Experience-Games Lampiran: Song-Pengalaman-Games               35 35
References Referensi                      55 55


Chapter 1 Bab 1
INTRODUCTION PENDAHULUAN
Purpose of the Thesis Tujuan dari Tesis ini
This thesis investigates the use of Education Through Music to build inclusion in a first grade classroom. Tesis ini meneliti penggunaan Pendidikan Melalui Musik untuk membangun inklusi di kelas kelas satu. My hypothesis for the study is that: Using Education Through Music will build inclusion in a first grade classroom. Hipotesis saya untuk studi ini adalah bahwa: Menggunakan Pendidikan Melalui Musik akan membangun inklusi di kelas kelas satu.
Statement of the Problem Pernyataan Soal
One of the challenges facing teachers is building an inclusive classroom community to facilitate a positive learning environment. Salah satu tantangan yang dihadapi guru adalah membangun masyarakat kelas inklusif untuk memfasilitasi lingkungan belajar yang positif. When a classroom is not inclusive students who have been excluded do not learn effectively and become a distraction to the entire class. Ketika ruang kelas tidak termasuk siswa yang telah dikecualikan tidak belajar efektif dan menjadi gangguan kepada seluruh kelas.
Significance of the Thesis Signifikansi Tesis yang
The thesis has the potential to provide information on a method of building inclusiveness in a first grade classroom. Tesis ini memiliki potensi untuk memberikan informasi tentang metode inklusivitas bangunan di kelas kelas satu. Increasing inclusiveness would provide a better learning environment for the students in my class. Meningkatkan inklusivitas akan menyediakan lingkungan belajar yang lebih baik bagi para siswa di kelas saya. Success with this program in my class would encourage other teachers at my school to incorporate this program into their classrooms and could lead to the improvement of classroom communities throughout the school and beyond if the program proves it can be successful at building an inclusive classroom community. Sukses dengan program di kelas saya akan mendorong para guru lain di sekolah saya untuk memasukkan program ini ke dalam kelas mereka dan dapat mengarah pada peningkatan masyarakat kelas di sekolah dan di luar jika program tersebut terbukti dapat berhasil membangun suatu komunitas kelas inklusif.
Limitations Keterbatasan
This study was limited by the fact that the Education Through Music program was not a part of the school's adopted core curriculum. Penelitian ini dibatasi oleh fakta bahwa Musik Melalui Program Pendidikan bukan bagian dari inti mengadopsi kurikulum sekolah. I was able to provide time daily to teach the Education Through Music program, but I would have preferred to provide a longer instructional period for learning the song-experience-games. Saya bisa menyediakan waktu setiap hari untuk mengajarkan Pendidikan Melalui program Musik, tapi aku lebih suka untuk memberikan pembelajaran periode yang lebih lama untuk belajar lagu-pengalaman-games. Instruction time for the Education Through Music program was also occasionally disrupted by other school activities. waktu Instruksi untuk Pendidikan Melalui program Musik juga kadang-kadang terganggu oleh kegiatan sekolah lainnya. The study was also disrupted by the departure of one of the students. Penelitian ini juga terganggu dengan kepergian salah seorang mahasiswa. However, this did give me the opportunity to study how the class incorporated a new student. Namun, ini tidak memberikan saya kesempatan untuk mempelajari bagaimana mendirikan kelas mahasiswa baru.
Definition of Terms Definisi Istilah
Qualitative Research : “The central focus of qualitative research studies is to provide understanding of a social setting or activity as viewed from the perspective of the research participants,” (Gay & Airasian, 2003, p. 169). Penelitian Kualitatif: "Fokus utama studi penelitian kualitatif adalah untuk memberikan pemahaman tentang pengaturan sosial atau kegiatan sebagai dilihat dari perspektif peserta penelitian," (Gay & Airasian, 2003, hal 169). Qualitative research methods include action research. metode penelitian kualitatif meliputi penelitian tindakan.
Action Research : The type of research that is used for this study is action research. Aksi Penelitian: Jenis penelitian yang digunakan untuk penelitian ini adalah penelitian tindakan. “Action research, also called teacher research and teacher-as-researcher, is an approach designed to develop and improve teaching and learning. "Aksi penelitian, juga disebut guru penelitian dan guru-sebagai-peneliti, adalah sebuah pendekatan yang dirancang untuk mengembangkan dan meningkatkan pengajaran dan pembelajaran. The essence of action research is teachers' solving everyday problems in schools to improve both student learning and teacher effectiveness” (Gay & Airasian, 2003, p. 261). Inti dari penelitian tindakan adalah 'guru memecahkan masalah sehari-hari di sekolah untuk meningkatkan baik belajar siswa dan efektivitas guru "(Gay & Airasian, 2003, hal 261).
Brain Research : The study of how the brain processes information. Brain Research: Studi tentang bagaimana otak memproses informasi. The brain research discussed in this thesis focuses on the effects of music and the arts on the brain and on how different types of teaching methods are processed by the human brain. Penelitian otak dibahas dalam tesis ini berfokus pada efek dari musik dan seni pada otak dan tentang bagaimana berbagai jenis metode pengajaran diproses oleh otak manusia.
Classroom Community : A learning group, which includes the students and teacher, with established patterns of interacting. Kelas Masyarakat: Sebuah kelompok belajar, yang meliputi siswa dan guru, dengan pola mapan berinteraksi.
Education Through Music (ETM) : An educational program developed by Mary Helen Richards that uses song-experience-games to provide a unique approach to learning. Pendidikan Melalui Musik (ETM): Sebuah program pendidikan yang dikembangkan oleh Mary Helen Richards yang menggunakan lagu-pengalaman-games untuk memberikan pendekatan yang unik untuk belajar.
Multiple Intelligences : The theory of multiple intelligences was developed by Dr. Howard Gardner and proposes eight different intelligences including: Linguistic intelligence, Logical-mathematical intelligence, Spatial intelligence, Bodily-Kinesthetic intelligence, Musical intelligence, Interpersonal intelligence, Intrapersonal intelligence, Naturalist intelligence (Armstrong, 1998). Multiple Intelligences: Teori kecerdasan ganda dikembangkan oleh Dr Howard Gardner dan mengusulkan delapan kecerdasan yang berbeda, termasuk: kecerdasan linguistik, kecerdasan logis-matematis, kecerdasan spasial, Tubuh-Kinestetik kecerdasan, kecerdasan musik, kecerdasan interpersonal, kecerdasan intrapersonal, kecerdasan naturalis ( Armstrong, 1998).
Parents AG : Parents were encouraged to make journal entries regarding their observations of the class during the song-experience-games. Orangtua AG: Orang tua didorong untuk membuat entri jurnal mengenai observasi kelas selama-lagu pengalaman-games. The parents' journal entries were anonymous to encourage more honesty in their entries. 'Jurnal entri Orangtua yang anonim untuk mendorong kejujuran lebih dalam entri mereka.
Song-experience-games : Common folk songs that have been adapted by the Education Through Music program to include movements and games. Song-pengalaman-game: lagu-lagu rakyat umum yang telah disesuaikan oleh Musik Melalui program Pendidikan untuk memasukkan gerakan dan permainan.
Students 1-5 : The students used in the case studies are described below. Mahasiswa 1-5: Para siswa yang digunakan dalam studi kasus yang dijelaskan di bawah ini. All student and parent names are anonymous to protect their privacy. Semua nama dan orang tua siswa yang anonim untuk melindungi privasi mereka.
Student 1 : A boy chosen for the case study with low academic level. Siswa 1: Seorang anak laki-laki yang dipilih untuk studi kasus dengan tingkat akademik rendah. At the start of the study isolated himself and was off task. Pada awal penelitian terisolasi sendiri dan lepas tugas.
Student 2 : A boy included in the case study with low to medium academic level. Mahasiswa 2: Anak laki-laki termasuk dalam studi kasus dengan rendah sampai tingkat akademis menengah. At the beginning of the study he was off task and isolated himself. Pada awal penelitian dia pergi tugas dan terisolasi sendiri.
Student 3 : A boy that was part of the case study with high academic level. Siswa 3: Seorang anak laki-laki yang merupakan bagian dari studi kasus dengan tingkat akademis yang tinggi. At the start of the study he did not participate. Pada awal penelitian ia tidak berpartisipasi.
Student 4 : A girl in the case study with high academic level. Mahasiswa 4: Seorang gadis dalam studi kasus dengan tingkat akademis yang tinggi. She was new to the school where the study took place. Dia baru ke sekolah tempat studi berlangsung.
Student 5 : A girl picked for the case study with medium academic level. Mahasiswa 5: Seorang gadis dipilih untuk studi kasus dengan tingkat akademis menengah. She typically participated at the start of the study. Dia biasanya berpartisipasi pada awal penelitian.
Organization of the Thesis Organisasi Tesis yang
This thesis has been organized into five chapters. Tesis ini telah disusun menjadi lima bab. The first chapter is titled introduction. Bab pertama berjudul introduksi. The sections in this chapter are: purpose of the thesis, statement of the problem, significance of the thesis, limitations, definition of terms and this section regarding the organization of the project. Bagian-bagian dalam bab ini adalah: Tujuan dari tesis, pernyataan masalah, pentingnya tesis, keterbatasan, definisi istilah dan ini bagian mengenai organisasi proyek. The second chapter is the review of relevant literature. Bab kedua adalah kajian literatur yang relevan. Sections in this chapter include: Education Through Music, Brain Research, Multiple Intelligences, Classroom Community, and a summary. Bagian dalam bab ini meliputi: Pendidikan Melalui Musik, Brain Research, Multiple Intelligences, Kelas Masyarakat, dan ringkasan. The third chapter is the Methodology. Bab ketiga adalah Metodologi. The two sections of this chapter are participants and procedures and methods. Dua bagian dari bab ini adalah peserta dan prosedur dan metode. The procedures and methods section includes the following subsections: action research, data collection, scheduling, Education Through Music, and data analysis procedure. Prosedur dan bagian metode mencakup subbagian berikut: penelitian tindakan, pengumpulan data, penjadwalan, Pendidikan Melalui Musik, dan prosedur analisis data. The fourth chapter is data analysis and findings. Bab keempat merupakan analisis data dan temuan. The sections in this chapter are participation, emotions, and inclusion. Bagian-bagian dalam bab ini adalah partisipasi, emosi, dan inklusi. The fifth chapter is discussion and recommendations. Bab kelima adalah diskusi dan rekomendasi. The two sections of this chapter are discussion and recommendations. Dua bagian dari bab ini adalah pembahasan dan rekomendasi. A reference section is available at the end of the paper. Sebuah bagian referensi tersedia pada akhir kertas. This paper has been organized to introduce the reader to the study, review other pertinent research, confer how the study was conducted, analyze the data collected, and discuss the study's findings and recommendations. Tulisan ini telah diselenggarakan untuk memperkenalkan pembaca untuk mempelajari, meninjau penelitian yang terkait lainnya, memberikan bagaimana penelitian dilakukan, menganalisis data yang dikumpulkan, dan mendiskusikan temuan penelitian dan rekomendasi.

Chapter 2 Bab 2
REVIEW OF RELEVANT LITERATURE TINJAUAN LITERATUR RELEVAN
“Incorporating music into the standard curriculum is about effectiveness, and nourishing learners and their brain for the long haul-a concept that, in the end, may simply develop better citizens for tomorrow” (Jensen, 2000, p. ii). "Memasukkan musik ke dalam kurikulum standar adalah tentang efektivitas, dan peserta didik bergizi dan otak mereka untuk suatu-haul konsep panjang, pada akhirnya, hanya dapat mengembangkan warga negara yang lebih baik untuk besok" (Jensen, 2000, hal ii).
The following research supports the use of music education to build inclusion in a classroom. Penelitian lanjutan mendukung penggunaan pendidikan musik untuk membangun inklusi di ruang kelas. The song-experience-games that are part of the Education Through Music curriculum that was created by Mary Helen Richards are intended to help build inclusion. Lagu-pengalaman-permainan yang merupakan bagian dari kurikulum Pendidikan Melalui Musik yang diciptakan oleh Mary Helen Richards dimaksudkan untuk membantu membangun inklusi. Brain research that was conducted by Eric Jensen, Bruce Perry, and Jane Healy support the use of the arts in teaching. penelitian otak yang dilakukan oleh Eric Jensen, Bruce Perry, dan Jane Healy mendukung penggunaan seni dalam mengajar. Howard Gardner's theory of multiple intelligences is supported in the use of song-experience-games. Teori Howard Gardner kecerdasan ganda didukung dalam penggunaan lagu--game pengalaman. The research by Marilyn Watson, Martina Miranda, Bruce Perry, and Nel Noddings showed the importance of a classroom community. Penelitian oleh Marilyn Watson, Martina Miranda, Bruce Perry, dan Nel Noddings menunjukkan pentingnya sebuah komunitas kelas.
Education Through Music Pendidikan Melalui Musik
Education Through Music was established by Mary Helen Richards. Pendidikan Melalui Musik didirikan oleh Mary Helen Richards. In 1958, Mary Helen Richards received two books that contained information on solfa, ta's and ti's and children playing games from Zoltan Kodaly. Pada tahun 1958, Mary Helen Richards menerima dua buku yang berisi informasi tentang SOLFA, ta dan dan ti anak-anak bermain game dari Zoltan Kodaly. She used the knowledge that she gained from the books with her students. Dia menggunakan pengetahuan yang ia dapatkan dari buku-buku dengan murid-muridnya. Richards created the Threshold to Music program between 1958 and 1961. Richards menciptakan Threshold untuk program Musik antara 1958 dan 1961. In 1962, Kodaly and Richards discussed the Threshold to Music charts. Pada tahun 1962, Kodaly dan Richards membahas Threshold untuk grafik Musik. Kodaly gave several statements, one of which said, “The children must sing everyday. Kodaly memberikan beberapa pernyataan, salah satunya berkata, "Anak-anak harus menyanyi setiap hari. If children were allowed to speak only once or twice a week, they would never learn to speak, or read, or write” (Richards Institute of Education and Research, nd, p. introduction)! Jika anak-anak diizinkan untuk berbicara hanya sekali atau dua kali seminggu, mereka tidak akan pernah belajar untuk berbicara, atau membaca, atau menulis "(Richards Institut Pendidikan dan Penelitian, nd, p. pengantar)! Education Through Music begun in April of 1962. Pendidikan Melalui Musik dimulai pada bulan April 1962. It started a connection between music teachers and classroom teachers. Ini dimulai hubungan antara guru musik dan guru kelas. In 1969, the Richards Institute was established as a non-profit institute to offer support in the United States. Pada tahun 1969, Institut Richards didirikan sebagai sebuah lembaga non-profit untuk memberikan dukungan di Amerika Serikat. It expanded to Canada in 1972. Hal ini diperluas ke Kanada pada tahun 1972. In the 1990's, play and song materials were produced for Education Through Music. Pada itu, bermain 1990 dan materi lagu yang diproduksi untuk Pendidikan Melalui Musik. Mary Helen Richards passed away in 1998. Mary Helen Richards meninggal pada tahun 1998. She left behind the non-profit organization, The Richards Institute of Education and Research, which can be found in many locations around the world. Dia meninggalkan di belakang organisasi non-profit, Richards Lembaga Pendidikan dan Penelitian, yang dapat ditemukan di banyak lokasi di seluruh dunia. The Richards Institute of Education and Research states that, “In ETM, children wait, participate, listen, think, move, time their responses, learn to become interested in others, organize, strategize, predict, self-monitor and learn compassion and empathy” (Richards Institute of Education and Research, nd, p. 1). Richards Lembaga Pendidikan dan Penelitian menyatakan bahwa, "Dalam ETM, anak-anak menunggu, berpartisipasi, mendengarkan, berpikir, bergerak, waktu tanggapan mereka, belajar menjadi tertarik pada orang lain, mengatur, menyusun strategi, memprediksi, self-monitor dan belajar belas kasih dan empati "(Richards Institut Pendidikan dan Penelitian, nd, p. 1).
Mary Helen Richards felt that to acquire musicality people need to move to music. Mary Helen Richards merasa bahwa untuk mendapatkan orang musikalitas perlu untuk pindah ke musik. They did not need to be able to play an instrument. Mereka tidak perlu bisa memainkan alat musik. A person's body and mind were an elaborate instrument (Richards, 1984, p. 2). seseorang Tubuh dan pikiran adalah alat yang rumit (Richards, 1984, hal 2). The use of Education Through Music helps to develop musicians. Penggunaan Pendidikan Melalui Musik membantu untuk mengembangkan musisi. There are approximately 175 song-experience-games in the Education Through Music curriculum. Ada sekitar 175 lagu-pengalaman-game dalam kurikulum Musik Melalui Pendidikan. The songs provide an opportunity for the entire body to be involved in the learning of music. Lagu-lagu memberikan kesempatan bagi seluruh tubuh untuk terlibat dalam pembelajaran musik. When there is a fun and engaging atmosphere people can practice the songs over and over again with acceptance and encouragement (Richards, 1980, p.1). Ketika ada yang menyenangkan dan suasana yang melibatkan orang dapat berlatih lagu berulang-ulang dengan penerimaan dan dorongan (Richards, 1980, hal.1).
The song-experience-games provide an opportunity for students to learn how to confront real life situations. Lagu-pengalaman-game memberikan kesempatan bagi siswa untuk belajar bagaimana menghadapi situasi kehidupan nyata. They learn that they do not always get a turn. Mereka belajar bahwa mereka tidak selalu mendapatkan giliran. The songs are set up so that the participants are not choosing who is next. Lagu-lagu dibentuk sehingga peserta tidak memilih siapa yang berikutnya. The words in the songs determine the movement of the participants. Kata-kata dalam lagu menentukan pergerakan peserta. Students learn the length of the songs and become comfortable knowing their duration. Siswa belajar panjang lagu dan menjadi nyaman mengetahui durasi mereka. Some of the song-experience-games require the students to think of their own actions for the song. Beberapa lagu pengalaman-game memerlukan siswa untuk memikirkan tindakan mereka sendiri untuk lagu. With the use of Education Through Music, the students become comfortable being chosen to act out part of the song. Dengan penggunaan Pendidikan Melalui Musik, siswa menjadi nyaman dipilih untuk bertindak keluar bagian dari lagu tersebut. The secure setting that is formed make the students feel confident to be at the center of attention and to try new things. Pengaturan aman yang terbentuk membuat siswa merasa percaya diri untuk menjadi pusat perhatian dan untuk mencoba hal-hal baru. The students build their confidence and trust (Richards, 1978, pp. 8-9). Para siswa membangun kepercayaan diri mereka dan kepercayaan (Richards, 1978, hal 8-9).
Brain Research Otak Penelitian
Brain research has been done to show the possible effects that music has on the brain. Otak penelitian telah dilakukan untuk menunjukkan kemungkinan efek bahwa musik telah di otak. Eric Jensen, author of Music with the Brain in Mind (2000) discussed how the right and left hemisphere of the brain are both used when listening to music. Eric Jensen, penulis Musik dengan Brain in Mind (2000) membahas bagaimana dan kiri belahan kanan otak yang baik digunakan ketika mendengarkan musik. The Broca's area in the left hemisphere is activated when listening to familiar music and rhythm. Broca Daerah di belahan kiri aktif saat mendengarkan musik akrab dan irama. The cerebellum is also activated when listening to rhythm. Otak kecil juga diaktifkan ketika mendengarkan irama. The inferior temporal cortex and the left side of the brain are activated when listening to harmony. Korteks temporal inferior dan sisi kiri otak yang aktif ketika mendengarkan harmoni. The right hemisphere is activated by timbre. Belahan kanan diaktifkan oleh timbre. Pitch activates the precuneus. Pitch mengaktifkan precuneus. Melody activates both the left and right hemispheres (Jensen, 2000, p. 12). Melodi mengaktifkan kedua belahan otak kiri dan kanan (Jensen, 2000, hal 12). Eric Jensen stated the following, “Quite simply, music making seems to activate and synchronize neural firing patterns that orchestrate and connect multiple cognitive brain sites. Eric Jensen menyatakan berikut, "Cukup sederhana, membuat musik tampaknya mengaktifkan dan sinkronisasi pola tembak syaraf yang mengatur dan terhubung kognitif otak beberapa situs. Thus, the brain's efficiency and effectiveness is enhanced” (Jensen, 2000, p. 30). Dengan demikian, otak efisiensi dan efektivitas ditingkatkan "(Jensen, 2000, hal 30).
Eric Jensen continued his research on the brain in his book Arts with the Brain in Mind (2001). Eric Jensen melanjutkan penelitian tentang otak dalam bukunya Seni dengan Brain in Mind (2001). In this book he discussed how “the arts promote the development of valuable human neurobiological systems” (Jensen, 2001, p. 2). Dalam buku ini ia membahas bagaimana "seni mendorong pengembangan sistem neurobiologis yang berharga manusia" (Jensen, 2001, hal 2). Music affects the bodies' stress and immune response, perceptual motor, emotional, cognitive, memory, and attention systems (Jensen, 2001, p. 15). Musik mempengaruhi tubuh 'stres dan, imun respon motor persepsi, emosi, kognitif, memori, dan sistem perhatian (Jensen, 2001, hal 15).
It is important for children to be exposed to music at an early age. Sangat penting bagi anak-anak untuk terkena musik pada usia dini. Between the ages of two and three the introduction of a variety of music is appropriate. Antara usia dua dan tiga pengenalan berbagai musik yang tepat. Children at age four are able to play rhythm games, because the left hemisphere of the brain is more developed. Anak-anak pada usia empat mampu memainkan irama permainan, karena belahan otak kiri lebih berkembang. Music lessons can start at age three (Jensen, 2001, p. 18). pelajaran musik dapat mulai pada usia tiga (Jensen, 2001, hal 18). “Today's evidence shows that all ages are good for starting music lessons, but the sooner the better. "Hari ini bukti menunjukkan bahwa segala usia yang baik untuk memulai pelajaran musik, tetapi lebih cepat lebih baik. If one starts early, one may benefit from enhanced interhemispheric brain activity for auditory processing” (Jensen, 2001, p.18). Jika seseorang mulai awal, seseorang mungkin manfaat dari aktivitas otak interhemispheric ditingkatkan untuk memproses pendengaran "(Jensen, 2001, hal.18). Between the ages of seven and eleven music composing should be started. Antara usia tujuh dan musik sebelas penyusunan harus dimulai. The children are able to compose because they have “more frontal lobe maturation and increased bridging of the corpus callosum. Anak-anak dapat menyusun karena mereka memiliki "lobus frontal pematangan lebih dan meningkatkan menjembatani dari corpus callosum. This maturation allows for greater complexity and the ability to juggle abstractions” (Jensen, 2001, p. 19). pematangan Hal ini memungkinkan untuk kompleksitas lebih besar dan kemampuan untuk menyulap abstraksi "(Jensen, 2001, hal 19). At the age of ten a musical brain is eighty percent matured and by age twenty it is considered mature. Pada usia sepuluh otak musik adalah delapan puluh persen matang dan pada usia dua puluh itu dianggap dewasa. Adults can however learn how to play an instrument with repeated practice (Jensen, 2001, p. 19). Namun orang dewasa dapat belajar bagaimana memainkan instrumen dengan praktek berulang (Jensen, 2001, hal 19).
In Teaching with the Brain in Mind (1998), Eric Jensen discussed the importance of games, play activities, dancing, spinning, skits, and stretching. Dalam Pengajaran dengan Brain in Mind (1998), Eric Jensen membahas pentingnya permainan, kegiatan bermain,, menari berputar, sandiwara, dan peregangan. The brain needs the inner ear movement that “helps physical balance, motor coordination, and stabilization of images on the retina” (Jensen, 1998, p. 87). Otak membutuhkan gerakan telinga dalam yang "membantu keseimbangan fisik, koordinasi motorik, dan stabilisasi gambar pada retina" (Jensen, 1998, hal 87). The use of activities that include inner ear movement such as play activities, spinning, dancing, and games in the arts curriculum in schools helps raise academic performance. Penggunaan kegiatan yang meliputi gerakan seperti telinga bagian dalam kegiatan bermain, berputar, menari, dan permainan dalam kurikulum seni di sekolah-sekolah membantu meningkatkan kinerja akademis. Most students have fun dancing, playing games, performing skits, and having art activities. Kebanyakan siswa senang menari, bermain game, melakukan sandiwara, dan memiliki kegiatan seni. Their enjoyment is good for their brain. kenikmatan mereka adalah baik untuk otak mereka. “Kids who enjoy playground games do so for a good reason: Sensory-motor experiences feed directly into their brains' pleasure centers” (Jensen, 1998, p. 88). "Anak-anak yang menikmati bermain game melakukannya untuk alasan yang baik: Sensory-motor pengalaman feed langsung ke kenikmatan 'pusat-pusat otak mereka" (Jensen, 1998, hal 88). Teachers need to incorporate movement and the arts in the classroom as much as possible. Guru perlu menggabungkan gerakan dan seni di kelas sebanyak mungkin.
In “How the Brain Learns Best” by Bruce Perry he stated “that all learning is brain-based” (2000, p.34). Dalam "Bagaimana Brain Belajar Terbaik" oleh Bruce Perry ia menyatakan "bahwa belajar semua adalah otak berbasis" (2000, hal.34). Teachers can teach more effectively with knowledge of how the brain works. Guru dapat mengajar lebih efektif dengan pengetahuan tentang bagaimana otak bekerja. When a teacher is presenting a lesson they need to “touch the emotional parts of their (students) brains. Ketika seorang guru menyajikan pelajaran yang mereka butuhkan untuk "menyentuh bagian-bagian emosional mereka siswa) otak (. This will activate and prepare the cognitive parts of the brain for storing information” (Perry, 2000, p. 35). Ini akan mengaktifkan dan mempersiapkan bagian kognitif otak untuk menyimpan informasi "(Perry, 2000, hal 35). Jane Healy, author of Endangered Minds Why Children Don't Think and What We Can Do About It (1990), said, “Children need stimulation and intellectual challenges, but they must be actively involved in their learning, not responding passively while another brain – their teacher's or parent's – laboriously develops new synapses in their behalf” (Healy, 1990, p. 73)! Jane Healy, penulis Mengapa Langka Minds Don't Think Anak dan Apa yang Bisa Kita Tentang Ini (1990), mengatakan, "Anak-anak perlu tantangan dan stimulasi intelektual, tetapi mereka harus secara aktif terlibat dalam pembelajaran mereka, tidak menanggapi secara pasif, sementara otak lain - guru mereka atau orang tua - susah payah mengembangkan sinapsis baru di nama mereka "(Healy, 1990, hal 73)! Students need to ask questions and interact with the lesson. Siswa perlu untuk bertanya dan berinteraksi dengan pelajaran. Solving difficult problems is good for their brains. Memecahkan masalah sulit adalah baik untuk otak mereka. They should not be exposed to excessive amount of television (Healy, 1990, p. 73). Mereka tidak boleh terkena jumlah berlebihan televisi (Healy, 1990, hal 73).
Multiple Intelligences Multiple Intelligences
Dr. Howard Gardner, a Harvard psychologist, developed the theory of multiple intelligences in 1983. Dr Howard Gardner, seorang psikolog Harvard, mengembangkan teori kecerdasan ganda pada tahun 1983. In his book, Frames of Mind , he stated “The review of recent work in neurobiology has again suggested the presence of areas in the brain that correspond, at least roughly, to certain forms of cognition; and these same studies imply a neural organization that proves hospitable to the notion of different modes of information processing. Dalam bukunya, Frames of Mind, ia menyatakan "Peninjauan kerja terbaru di neurobiologi telah kembali menunjukkan adanya wilayah di otak yang sesuai, setidaknya sekitar, untuk bentuk-bentuk tertentu kognisi, dan studi-studi yang sama menyiratkan sebuah organisasi saraf yang membuktikan ramah terhadap gagasan berbagai modus pengolahan informasi. At least in the fields of psychology and neurobiology, the Zeitgeist appears primed for the identification of several human intellectual competences” (Gardner, 1983, p. 59). Setidaknya dalam bidang psikologi dan neurobiologi, Zeitgeist muncul prima untuk beberapa identifikasi kompetensi intelektual manusia "(Gardner, 1983, hal 59). Gardner felt that intelligence was not accurately defined with the use of IQ tests. Gardner merasa intelijen yang tidak akurat didefinisikan dengan menggunakan tes IQ. The score on an intelligence test did not show how a student would do in school. Nilai pada tes intelijen tidak menunjukkan bagaimana siswa akan dilakukan di sekolah. Gardner originally believed that there were seven basic intelligences. Gardner awalnya percaya bahwa ada tujuh kecerdasan dasar. He later added an eighth intelligence with the possibility of a ninth (Armstrong, 2000, p. 1). Dia kemudian menambahkan kecerdasan kedelapan dengan kemungkinan 1 / 9 (Armstrong, 2000, hal 1). The eight intelligences were: linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence. Delapan kecerdasan adalah: kecerdasan linguistik, kecerdasan logis-matematis, kecerdasan spasial, kecerdasan tubuh-kinestetik, kecerdasan musik, kecerdasan interpersonal, kecerdasan intrapersonal, dan kecerdasan naturalis. Linguistic intelligence involved the use of words, orally or written. kecerdasan linguistik melibatkan penggunaan kata-kata, lisan atau tertulis. Logical-mathematical intelligence was the ability to use numbers and to reason successfully. Kecerdasan logis-matematis adalah kemampuan untuk menggunakan angka dan untuk alasan berhasil. Spatial intelligence was having the capability to see the visual-spatial world correctly and make changes to those perceptions. kecerdasan spasial adalah memiliki kemampuan untuk melihat dunia visual-spasial dengan benar dan membuat perubahan pada persepsi. Bodily-kinesthetic intelligence was the ability to use the body to convey one's thoughts and to be able to use one's hands to modify things. Tubuh-jasmani intelijen adalah kemampuan untuk menggunakan tubuh untuk menyampaikan's pikiran seseorang dan untuk dapat menggunakan's tangan satu untuk memodifikasi hal. Musical intelligence was having the capability to appreciate and produce rhythm, timbre, and pitch. Musik intelijen adalah memiliki kemampuan untuk menghargai dan menghasilkan ritme, timbre, dan pitch. It included the appreciation of different forms of musical expression. Ini termasuk apresiasi berbagai bentuk ekspresi musik. Interpersonal intelligence was the ability to understand and respond to other peoples emotions. kecerdasan interpersonal adalah kemampuan untuk memahami dan merespon emosi orang lain. Intrapersonal intelligence was the ability to understand one's own strengths, weaknesses, and emotions. kecerdasan intrapersonal adalah kemampuan untuk memahami seseorang kekuatan sendiri, kelemahan, dan emosi. Naturalist intelligence was having the knowledge to recognize and classify species in one's environment (Armstrong, 2000, pp. 2-4). kecerdasan Naturalist mengalami pengetahuan untuk mengenali dan mengklasifikasikan spesies di satu lingkungan (Armstrong, 2000, hal 2-4).
Walter McKenzie discussed how multiple intelligences can be grouped in his book Multiple Intelligences and Instructional Technology a Manual for Every Mind (2002). Walter McKenzie membahas bagaimana kecerdasan ganda dapat dikelompokkan dalam bukunya Multiple Intelligences dan Instructional Technology Pedoman bagi Setiap Mind (2002). He developed the Wheel of MI Domains to help with the understanding of how the intelligences interact. Dia mengembangkan Roda MI Domain untuk membantu dengan pemahaman tentang bagaimana kecerdasan berinteraksi. The wheel has three domains analytic, introspective, and interactive. Roda memiliki tiga domain analitis, introspektif, dan interaktif. Analytic contains logical, musical, and naturalist. Analytic berisi logis, musik, dan naturalis. Introspective included intrapersonal, existential, and visual. Introspektif termasuk intrapersonal, eksistensial, dan visual. Interactive includes verbal, interpersonal, and kinesthetic. Interaktif meliputi verbal, interpersonal, dan kinestetik. Teachers can use the wheel when planning a lesson. Guru dapat menggunakan roda ketika merencanakan pelajaran. They can select one intelligence from each domain to have a well balanced lesson for their students (McKenzie, 2002, pp. 17-20). Mereka dapat memilih salah satu kecerdasan dari setiap domain memiliki seimbang pelajaran baik untuk siswa mereka (McKenzie, 2002, hlm 17-20).
Thomas Armstrong discussed some of the key elements of the multiple intelligence theory in his book, Multiple Intelligences in the Classroom (2000). Thomas Armstrong dibahas beberapa elemen kunci dari teori multiple intelligence dalam bukunya, Multiple Intelligences dalam Pendidikan (2000). Everyone has the ability to have all eight intelligences. Setiap orang memiliki kemampuan untuk memiliki semua delapan kecerdasan. Some of the intelligences may be stronger in some people and weaker in other people. Beberapa kecerdasan mungkin lebih kuat di beberapa orang dan lemah pada orang lain. A majority of people can strengthen the intelligences that they are weak in to a sufficient level. Mayoritas orang dapat memperkuat kecerdasan yang mereka lemah ke tingkat yang cukup. The intelligences work together in elaborate ways. Kecerdasan bekerja sama dengan cara yang rumit. They are separated into the eight intelligences for the purpose of research. Mereka dipisahkan menjadi delapan kecerdasan untuk tujuan penelitian. One of the intelligences will not exist by itself in life, except with the possibility of a person with brain damage. Salah satu kecerdasan tidak akan ada dengan sendirinya dalam hidup, kecuali dengan kemungkinan orang dengan kerusakan otak. In each of the intelligences there are many ways to excel (Armstrong, 2000, pp. 8-9). Pada masing-masing kecerdasan ada banyak cara untuk unggul (Armstrong, 2000, hal 8-9).
“MI theory makes its greatest contribution to education by suggesting that teachers need to expand their repertoire of techniques, tools, and strategies beyond the typical linguistic and logical ones predominantly used in US classrooms” (Armstrong, 2000, p. 38). "Teori KM membuat kontribusi terbesar untuk pendidikan dengan menyarankan bahwa guru perlu untuk memperluas repertoar mereka teknik, perkakas, dan strategi di luar linguistik dan logis yang khas banyak digunakan di dalam kelas AS" (Armstrong, 2000, hal 38). The Education Through Music curriculum included several intelligences from the list that Gardner developed. Pendidikan Melalui Kurikulum Musik termasuk beberapa kecerdasan dari daftar yang dikembangkan Gardner. Students use musical intelligence when they sing and play with the songs that are part of Education Through Music curriculum. Siswa menggunakan kecerdasan musik saat mereka bernyanyi dan bermain dengan lagu-lagu yang merupakan bagian dari kurikulum Pendidikan Melalui Musik. Linguistic intelligence is incorporated in the learning of the words of the folk songs. kecerdasan linguistik yang tergabung dalam belajar kata-kata dari lagu-lagu rakyat. The movement and dance that is created during the song-experience-games utilizes bodily-kinesthetic intelligence. Gerakan dan tari yang diciptakan selama-lagu pengalaman-games-jasmani menggunakan kecerdasan jasmani. Interpersonal intelligence is developed when the participants communicate with each other during the song-experience-games. kecerdasan interpersonal dikembangkan saat para peserta berkomunikasi satu sama lain selama-lagu pengalaman-games.
The effects of teaching with the use of multiple intelligences have been further researched by Linda Campbell, Bruce Campbell, and Dee Dickinson in their book Teaching and Learning through Multiple Intelligences (2004). Pengaruh pengajaran dengan menggunakan kecerdasan majemuk telah diteliti lebih lanjut oleh Linda Campbell, Bruce Campbell, dan Dee Dickinson dalam buku mereka Pengajaran dan Pembelajaran melalui Multiple Intelligences (2004). Their research on bodily-kinesthetic intelligence showed that “Physical activities focus student attention in the classroom and aid memory by encoding learning throughout the body's neuromusculature. Penelitian mereka di-jasmani kecerdasan jasmani menunjukkan bahwa "kegiatan Fisik memfokuskan perhatian siswa di kelas dan bantuan memori oleh encoding belajar seluruh tubuh neuromusculature tersebut. We all possess 'muscle memory,' which can be effectively applied to the learning of academic subjects” (Campbell, Campbell, & Dickinson, 2004, p. 65). Kita semua memiliki 'otot memori,' yang dapat secara efektif diterapkan pada pembelajaran mata pelajaran akademis "(Campbell, Campbell, & Dickinson, 2004, hal 65). Physical learning activities include drama, creative movement, dance, manipulatives, classroom games, physical education, exercise breaks, and field trips. kegiatan pembelajaran fisik meliputi drama, gerakan kreatif, tari, manipulatives, permainan kelas, pendidikan fisik, istirahat latihan, dan kunjungan lapangan. A teacher can include these activities into a variety of lessons (Campbell et al., 2004, p. 67). Seorang guru dapat mencakup kegiatan-kegiatan ini menjadi berbagai pelajaran (Campbell et al., 2004, hal 67). There have been many supporters of using games with teaching. Ada banyak pendukung menggunakan game dengan mengajar. Some of these supporters were John Dewey, George Herbert Mead, and Jean Piaget (Campbell et al., 2004, p. 79). Beberapa pendukung adalah John Dewey, George Herbert Mead, dan Jean Piaget (Campbell et al., 2004, hal 79). “Games involve students in imaginative and challenging situations that increase factual knowledge and decision-making and interpersonal skills” (Campbell et al., 2004, p. 79). "Permainan melibatkan siswa dalam dan menantang situasi imajinatif yang meningkatkan pengetahuan faktual dan pengambilan keputusan dan keterampilan interpersonal" (Campbell et al 2004.,, Hal 79).
Classroom Community Kelas Komunitas
Building trust in a classroom was examined in the book Learning to Trust Transforming Difficult Elementary Classrooms through Developmental Discipline (2003) by Marilyn Watson in collaboration with Laura Ecken. Membangun kepercayaan di ruang kelas diperiksa dalam buku Belajar Trust Sulit Transformasi Ruang Kelas SD melalui Perkembangan Disiplin (2003) oleh Marilyn Watson bekerjasama dengan Laura Ecken. Marilyn Watson is an educational psychologist who studied the students in Laura Ecken's classroom. Marilyn Watson adalah seorang psikolog pendidikan yang belajar siswa di kelas Ecken's Laura. Some of the key points that Watson made about building the teacher-student relationship were that every child wants to be loved by caring adults. Beberapa poin-poin penting bahwa Watson dibuat tentang membangun hubungan guru-siswa adalah bahwa setiap anak ingin dicintai oleh orang dewasa yang peduli. Teachers can show that they care about their students by sharing stories from their personal life. Guru dapat menunjukkan bahwa mereka peduli siswa mereka dengan berbagi cerita dari kehidupan pribadi mereka. It is important for teachers to get to know their students and their families. Penting bagi guru untuk mengenal siswa mereka dan keluarga mereka. Children want to be included in their peer group. Anak-anak ingin dimasukkan dalam kelompok sebaya mereka. “Remember that all children are alike in their need for autonomy, belonging, and competence and that each child is unique in skills, intelligence, temperament, culture, and life experience” (Watson & Ecken, 2003, p. 53). "Ingatlah bahwa semua anak sama dalam kebutuhan mereka untuk otonomi, milik, dan kompetensi dan bahwa setiap anak adalah unik dalam keterampilan, kecerdasan, temperamen, budaya, dan pengalaman hidup" (Watson & Ecken, 2003, hal 53). Martina L. Miranda discusses how to create a caring community of learners in her article, “The Implications of Developmentally Appropriate Practice for the Kindergarten General Music Classroom” (2004). Martina L. Miranda membahas cara membuat sebuah komunitas yang peduli peserta didik dalam artikelnya, "Implikasi sesuai dengan tahapan perkembangan Laku untuk TK Umum Kelas Musik" (2004). Miranda also recommends that teachers establish a relationship with the families in their classes. Miranda juga merekomendasikan bahwa guru membangun hubungan dengan keluarga di kelas mereka. When students are allowed to share about their experiences outside of the classroom they feel more connected to the group. Ketika siswa diperbolehkan untuk berbagi tentang pengalaman mereka di luar kelas mereka merasa lebih terhubung ke grup. They are more enthusiastic about the musical experiences in the classroom (Miranda, 2004, pp. 54-55). Mereka lebih antusias tentang pengalaman musik di kelas (Miranda, 2004, hal 54-55). Teacher can greet their students with open arms, a smile, and at eye-level to help promote a caring community (Miranda, 2004, p. 48). Guru bisa menyapa siswa mereka dengan tangan terbuka, senyum, dan pada mata-tingkat untuk membantu mempromosikan sebuah komunitas yang peduli (Miranda, 2004, hal 48).
Teachers can help build a classroom community by teaching children how to be friends within a group setting. Guru dapat membantu membangun komunitas kelas dengan mengajar anak-anak bagaimana menjadi teman-teman dalam grup pengaturan. Watson suggested that teachers need to help their students learn about all of the children in the class. Watson menyarankan bahwa guru perlu untuk membantu siswa mereka belajar tentang semua anak di kelas. They can find out the talents of the students. Mereka dapat mengetahui bakat siswa. It is important to put the students into groups. Sangat penting untuk menempatkan siswa dalam kelompok-kelompok. The teacher needs to explain how the partners need to communicate in their group. Guru perlu menjelaskan bagaimana para mitra perlu berkomunikasi dalam kelompok mereka. The students need to know that “friends listen to friends, friends don't embarrass friends, and friends forgive” (Watson, 2003, p. 78). Para siswa perlu mengetahui bahwa "teman-teman mendengarkan teman, teman tidak mempermalukan teman, dan teman-teman mengampuni" (Watson, 2003, hal 78). Bruce D. Perry also discussed the importance of groups in his article, “Belonging to the Group Help Students Feel Included, Connected, and Valued” (2002). Bruce D. Perry juga membahas pentingnya kelompok dalam artikelnya, "Milik Mahasiswa Grup Bantuan Rasakan Termasuk, Connected, dan terhormat" (2002). He stated, “Structured and regulated group interactions, such as those found in school, give children essential practice in experiences that they might avoid if left on their own devices” (Perry, 2002, p. 37). Dia menyatakan, "diatur kelompok interaksi dan terstruktur, seperti yang ditemukan di sekolah, memberi anak-anak praktek penting dalam pengalaman mereka bisa menghindari jika dibiarkan pada perangkat mereka sendiri" (Perry, 2002, hal 37). Teachers can form groups to help build the self-confidence and trust of children. Guru dapat membentuk kelompok untuk membantu membangun rasa percaya diri dan kepercayaan anak-anak. The groups can be formed to help build friendships (Perry, 2002, p. 37). Kelompok dapat dibentuk untuk membantu membangun persahabatan (Perry, 2002, hal 37).
The building of a community within a classroom can be helped with the following suggestions. Pembangunan masyarakat dalam ruang kelas dapat membantu dengan saran berikut. Students need to feel they are a part of the group. Siswa perlu merasa bahwa mereka adalah bagian kelompok. They can share stories from their personal lives. Mereka bisa berbagi cerita dari kehidupan pribadi mereka. The class can celebrate the accomplishments made by their group. Kelas dapat merayakan prestasi yang dibuat oleh kelompok mereka. The students will form a shared history of the experiences they have together. Para siswa akan membentuk sejarah bersama dari pengalaman yang mereka miliki bersama. The developing of class procedures, customs, rituals, goals, and values can be done as a group. Perkembangan prosedur kelas, adat, ritual, tujuan, dan nilai-nilai dapat dilakukan sebagai kelompok. Interdependence and responsibility will grow when the students help take on the responsibilities of the classroom (Watson & Ecken 2003, p. 107). Interdependensi dan tanggung jawab akan tumbuh ketika siswa membantu mengambil tanggung jawab kelas (Watson & Ecken 2003, hal 107).
Students are happy when they are part of a community. Happiness and Education (2003) by Siswa senang ketika mereka merupakan bagian dari komunitas dengan. Kebahagiaan dan Pendidikan (2003) Nel Noddings explores the happiness that is found in schools and classrooms. Nel Noddings mengeksplorasi kebahagiaan yang ditemukan di sekolah-sekolah dan kelas. “Happiness and education are, properly, intimately related: Happiness should be an aim of education, and a good education should contribute significantly to personal and collective happiness” (Noddings, 2003, p. 1). "Kebahagiaan dan pendidikan, baik, erat terkait: Kebahagiaan harus menjadi tujuan pendidikan, dan pendidikan yang baik harus memberikan kontribusi yang signifikan dan kolektif kebahagiaan pribadi" (Noddings, 2003, hal 1). Children and adults learn more when they are happy. Anak-anak dan orang dewasa belajar lebih banyak ketika mereka bahagia. A group of people can be happy together. Sekelompok orang bisa bahagia bersama. When people are happy they are usually not mean to others (Noddings, 2003, p. 2). Ketika orang senang mereka biasanya tidak berarti kepada orang lain (Noddings, 2003, hal 2). A student who has a teacher who is caring will help the teacher. Seorang siswa yang memiliki guru yang peduli akan membantu guru. Children should have fun when they are learning. Anak-anak harus bersenang-senang ketika mereka belajar. Play can be a part of their learning (Noddings, 2003, pp. 242-243). Bermain dapat menjadi bagian dari pembelajaran mereka (Noddings, 2003, hal 242-243).
Summary Ringkasan
Relevant research was presented on the topics of Education Through Music, brain research, multiple intelligences, and classroom community. Relevan penelitian disajikan pada topik Pendidikan Melalui penelitian otak, Musik, kecerdasan majemuk, dan komunitas kelas. These topics demonstrate the benefits of using song-experience-games to build inclusion in a classroom. Topik-topik ini menunjukkan manfaat penggunaan lagu-pengalaman-game untuk membangun inklusi di ruang kelas.




Chapter 3 Bab 3
METHODOLOGY METODOLOGI
The study of the use of song-experience-games to build inclusion in a first grade classroom is a qualitative research study using an action research approach. Studi mengenai penggunaan lagu--game pengalaman untuk membangun inklusi di kelas kelas pertama adalah studi penelitian kualitatif dengan menggunakan pendekatan penelitian tindakan. I will discuss the participants, and the procedures and measures used for the study. Saya akan membahas peserta, dan prosedur dan langkah-langkah yang digunakan untuk penelitian.
Participants Peserta
The study participants consisted of 20 first graders in my classroom. Peserta studi terdiri dari 20 siswa kelas pertama di kelas saya. They attended Mission Avenue Open Elementary School, a public school located in Carmichael, California. Misi mereka menghadiri Avenue Terbuka Sekolah Dasar, sebuah sekolah publik yang terletak di Carmichael, California. It is surrounded by houses, apartments, and a church. Hal ini dikelilingi oleh rumah-rumah, apartemen, dan sebuah gereja. The school was built in 1953 and enrolls 422 students from Kindergarten through sixth grade, (San Juan Unified School District, 2004, p.1). Sekolah itu dibangun pada tahun 1953 dan mendaftar 422 siswa dari TK sampai kelas enam, (San Juan Unified School District, 2004, hal.1). The school is well maintained with the help of parents. Sekolah tetap terjaga dengan bantuan orang tua. The students play on new play structures for which the parents helped raise money. Para siswa bermain di struktur bermain baru di mana orang tua membantu mengumpulkan uang. The students who attend Mission Avenue Open Elementary School live throughout the San Juan Unified School District. Para siswa yang menghadiri Misi Avenue Terbuka Sekolah Dasar tinggal di seluruh San Juan Unified School District. The school population is based on voluntary enrollment; it is an alternative school and parent participation is mandatory, (San Juan Unified School District, 2004, p.5). Populasi sekolah didasarkan pada partisipasi sukarela, itu adalah sekolah alternatif dan partisipasi orang tua adalah wajib, (San Juan Unified School District, 2004, p.5). The parents volunteer in the classrooms throughout the school day. Relawan tua di dalam kelas sepanjang hari sekolah. They also do volunteer work outside of the classroom. Mereka juga melakukan pekerjaan sukarela di luar kelas. Each parent is required to volunteer an average of two hours a week per student attending the school. Setiap orang tua diperlukan untuk relawan rata-rata dua jam per minggu per siswa menghadiri sekolah. The student population is 84.1% white (not Hispanic), 7.8% Hispanic or Latino, 4.7% Asian-American, 2.1% American Indian/Alaska Native, 0.7% Filipino/Pacific Islander, and 0.5% African American, (San Juan Unified School District, 2004, p.1). Populasi siswa adalah 84,1% putih (bukan Hispanic), 7,8% Hispanik atau Latino, Amerika 4,7% Asia, 2,1% American Indian / Alaska Native, Filipina 0,7% / Kepulauan Pasifik, dan 0,5% Afrika Amerika, (San Juan Unified School kabupaten, 2004, hal.1). There is before and after school childcare provided through the Discovery Club. Ada sebelum dan setelah perawatan anak sekolah disediakan melalui Discovery Club. The school offers band and choir that practice before and after school; there is an art and a physical education teacher. Sekolah menawarkan band dan paduan suara bahwa praktek sebelum dan sesudah sekolah; ada seni dan seorang guru pendidikan jasmani. Some students are taken out of class for a small portion of the day to work with the speech teacher and/or the resource teacher. Beberapa siswa dibawa keluar kelas untuk sebagian kecil hari untuk bekerja dengan guru pidato dan / atau guru sumber daya. The school is an “open” school where the emphasis is placed on individuality and reaching each child's potential, (San Juan Unified School District, 2004, p.1). Sekolah adalah "terbuka" sekolah di mana penekanan ditempatkan pada individualitas dan mencapai potensi anak masing-masing, (San Juan Unified School District, 2004, hal.1). Along with the district adopted textbooks for reading and math, the teachers also teach science and social studies. Seiring dengan kabupaten yang dianut dalam buku pelajaran untuk membaca dan matematika, para guru juga mengajarkan ilmu pengetahuan dan penelitian sosial. Some teachers teach music or have a parent volunteer teach music to the students. Beberapa guru mengajar musik atau memiliki orangtua sukarelawan mengajar musik kepada siswa.
My class is in Room Ten at Mission Avenue Open Elementary School. kelas saya di Kamar Sepuluh di Mission Avenue Terbuka Sekolah Dasar. It has a loft that holds five students comfortably. Memiliki apartemen yang memegang lima siswa nyaman. There are ten computers and twenty student desks. Ada sepuluh meja komputer dan dua puluh mahasiswa. The classroom has been arranged to allow for a large open space that accommodates the song-experience-games used in the Education Through Music program. kelas ini telah diatur untuk memungkinkan ruang terbuka yang luas yang mengakomodasi lagu-pengalaman-game yang digunakan dalam program Musik Melalui Pendidikan. Room Ten is known as the “Green Room” for all of the plants that it contains and the green paint, green rug, and green curtains. Kamar Sepuluh dikenal sebagai "Green Room" untuk semua tanaman yang mengandung dan cat hijau, karpet hijau, dan tirai hijau. The classroom contains several living things including fish, a frog, three turtles, and a hamster. Ruang kelas berisi beberapa makhluk hidup termasuk ikan, katak, tiga kura-kura, dan hamster.
First Grade at Mission Avenue Open Elementary School consists of three classes with twenty students in each class. Grade Pertama di Mission Avenue Terbuka SD terdiri dari tiga kelas dengan dua puluh siswa di kelas masing-masing. The students experience music, science, social studies, cooking, and art during rotations that are taught by the first grade teachers. Para siswa pengalaman musik, ilmu, ilmu sosial, memasak, dan seni selama rotasi yang diajarkan oleh guru kelas satu. Each teacher teaches the same lesson for each of the three classes. Setiap guru mengajarkan pelajaran yang sama untuk masing-masing tiga kelas.
I teach the music rotation to the students. Saya mengajarkan rotasi musik kepada siswa. I have training in Education Through Music. Saya memiliki pelatihan dalam Pendidikan Melalui Musik. My musical background includes singing, playing the piano, clarinet, tenor saxophone, and hand bells. latar belakang musik saya meliputi bernyanyi, bermain piano, klarinet, saksofon tenor, dan lonceng tangan. Currently I play the clarinet in the school band. Saat ini saya bermain klarinet di band sekolah. I am also continuing my training in Education Through Music. Saya juga melanjutkan pelatihan saya di Pendidikan Melalui Musik.
I focused on the twenty first grade students who were enrolled in my class for this study. Aku terfokus pada dua puluh siswa kelas satu yang terdaftar di kelas saya untuk penelitian ini. My class consisted of ten girls and ten boys at the start of the study. kelas saya terdiri dari sepuluh anak perempuan dan anak laki-laki sepuluh pada awal penelitian. Nineteen of the students attended Kindergarten at Mission Avenue Open Elementary School. Sembilan belas mahasiswa menghadiri TK di Mission Avenue Terbuka Sekolah Dasar. Prior to the completion the study one of the girls moved and a boy joined the class. Sebelum penyelesaian salah satu studi tentang gadis pindah dan laki-laki bergabung dengan kelas. The students ranged in age from five to seven years old at the beginning of the study on August 22, 2005. At the start of the study there were two students who were five years old, seventeen students who were six years old, and one student who was seven years old. The student who was seven years old had his birthday on the first day of school. The mean age for the start of the study was 5.95 years old. At the end of the study, June 12, 2006, there were six students that were six years old and fourteen students that were seven years old. The mean age for the end of the study was 6.7 years old. There were two African American students, one Hispanic student, and seventeen white students. The primary language spoken at home by the students was English. The educational level ranged from below grade level to above grade level.
Procedures and Measures
Action Research Penelitian Tindakan
Action research is a qualitative method of studying a primary question. The building of inclusion in a classroom is an “everyday problem,” (Gay & Airasian, 2003, p. 261), that teachers need to solve to have a positive learning environment. I used action research methods to create the study of the ability of the Education Through Music curriculum to build inclusion in a classroom. Below is a discussion of the action research tools that were used in the collection of data for this study.
Data Collection Pengumpulan Data
I used action research tools to study the ability of the Education Through Music curriculum to build inclusion in a classroom. The following tools were used to collect data for the study: journals, observations, photographs, and interviews. Case studies were conducted on five of the students.
During the ten months of the study I kept a journal with observations of the students. The parent volunteers that observed the instruction of Education Through Music also kept journals of their observations. They assisted in taking photographs of the students' body language and facial expressions. The parent volunteers did not participate in the song-experience-games. The students did not interact with the parents during the teaching of Education Through Music. The twenty-one students who were involved in the study kept journals that contained information that related to their experiences with the use of Education Through Music. Observations were also made by outside observers knowledgeable about the Education Through Music program.
I interviewed the students and the parents of the students who were involved in the study. Two first grade teachers who interacted with the participants were also interviewed. The physical education teacher and art teacher were interviewed about the students who were involved in the study.
Case studies were included as part of this study. The five students who were selected ranged in academic levels from low to high. Some of the students were chosen due to their lack of participation in the song-experience-games. One of the students was included because she was new to the school. Both boys and girls were included. The five students chosen represented a diverse sample of the students who had participated in the study.
Scheduling Penjadwalan
Education Through Music was taught Monday through Friday. The students received ten to twenty minutes of song-experience-game time in the morning before going to reading groups. On Wednesday afternoons they received another forty minutes of song-experience-game time. Additional instruction was added throughout the week as time allowed. The Education Through Music program required supplementary instruction time at the beginning of the year and when new song-experience-games were introduced. The study took place from August 2005 through June 2006.
Education Through Music
The study of the use of the Education Through Music program to create inclusion in the classroom began on the first day of class. Education Through Music's primary tool is the song-experience-game. All of the song-experience-games are from the book compiled by Mary Helen Richards called Let's Do It Again! The Songs of ETM (2003). The individual songs discussed in the following section have been included in the appendix with the permission of Randal McChesney.
The song-experience-game used on the first day of class was “Here We Are Together,” (Richards, 2003, p.44). This song-experience-game included the names of the participants and was used to introduce the students to each other. The class sat in a circle on the floor and listened while I sang to them. The students wore name tags that helped in the singing of the song. A few of the students joined in with the singing of the chorus after the third repetition. On the second day of class additional students joined the singing. By the third day of class, the students began to use their classmates' names in the singing of the song and were covering up their name tags to add to the fun and challenge of the song-experience-game. On the fourth day of class a new component of the song was added. Three students at a time changed their location in the circle during the song. The students had to get back to their spot before the chorus ended. The song was repeated multiple times with different students mixing around.
During the second week of school we continued with “Here We Are Together” and introduced a song-experience-game named “Rig a Jig Jig,” (Richards, 2003, pp. 100-101). The students stood in a large circle with me in the middle as “the one-who-is-it.” I followed the “actions” for the song-experience-game. A month later the students where able to join in finding a “partner.” The addition of this action was challenging. The next time “Rig a Jig Jig” was used I went back to being “the one-who-is-it.” The students received more practice at finding a partner starting in January. The use of “Rig a Jig Jig” was continued until the end of the school year.
“I Wrote a Letter,” (Richards, 2003, p. 61) was introduced in September. The song-experience-game was performed while sitting in a circle with space to walk behind the students. The song was sung while the person who was it carried the letter behind the students who were seated with their eyes closed. The person dropped the letter behind a student who would become the next person who was it. When the song was completed the two students would chase each other to see if they could make it around the circle. During the school year “I Wrote a Letter” was utilized many times at the request of the class.
The next song-experience-game introduced to the students in September was “Clickety Clack” (Richards, 2003, pp. 20-21). The action for this game involved the students forming a train and they traveled around the circle of students who waited to join the train. The train of students moved in a rhythmic pattern. I chose to be the engine of the train to simplify the game on the second day because the students were having difficulty with the forward and backward motion of the game. I also provided more detailed instructions regarding the foot motions.
“Looby Loo,” (Richards, 2003, p. 76), was the first new song-experience-game presented in October. The students held hands and walked in a clock wise direction to the repeated chorus of the song. The second part of the action involved putting various body parts into the center of the circle. I chose the body parts initially and gradually encouraged the students to make their own choices.
The second song-experience-game used in October was “Hey, Hey Look At Me,” (Richards, 2003, p. 46). The action portion of this song-experience-game involved mimicking the statue created by the leader of the game. I was the leader on the first day of this song-experience-game. The following days that this song-experience-game was used I chose the students by adding their name into the song.
The “Penny Song,” (Richards, 2003, pp. 94-95), was taught to the students in November. I held a penny and sang the song to the children while moving the penny from hand to hand. When the song stopped the students guessed where the penny had stopped. The following month, after the students had learned the song-experience-game, I broke them into groups of four and they played the game among themselves. I also used a more detailed action that is discussed in the procedure section, (Richards, 2003, p. 94). This was more complex and not as well suited for the first grade level. The majority of the time the simpler method described above was used.
After winter break we reintroduced “Here We Are Together” and reviewed the song-experience-games already taught to the class. The first new song-experience-game after the break was “Skip to My Lou,” (Richards, 2003, pp. 113-118). I focused on the actions described on pages 113 and 114. These actions involved singing the song and three different children were selected for each chorus. The second time the song was used three children were selected to come to the center of the circle. They then skipped in a center circle together with me until the end of the third phrase.
The next song-experience-game presented was “Someone's Wearing,” (Richards, 2003, p. 119). This song-experience-game involved choosing a color to be inserted into the song. I chose the color initially and then transitioned into the students making the choice. The students looked for the person wearing the selected color at the end of the song. The student who found the correct person then selected the next color for the song.
“Puncinella,” (Richards, 2003, p. 97), was introduced next. “Puncinella” involved the students standing in a circle while a student stood in the middle. The student in the middle, (Puncinella), did a “trick” that the other students replicated. The students then spun and a new student was selected at the end of the chorus.
The last song-experience-game presented was called “Old Joe Clark,” (Richards, 2003, p. 88). This was towards the end of the school year and was the one of the more complex games included in the study. The students linked hands in a circle and formed “windows” that I weaved through as the students sung. Additional students joined me and formed a train that traveled through these windows until all students had become part of the train. The line of students then linked up to become a circle and the game could begin again.
The song-experience-games were introduced in the order listed above. The song-experience-games selected were chosen for their ease of use with first grade students. All of the songs were repeated multiple times to increase the students' comfort level with the material so their focus would be more on participating in the action portion of the song-experience-game and interacting with their fellow students. The students were also given the opportunity to request their favorite song-experience-games.
Data Analysis Procedure
Data that were collected through the use of action research tools, (in the form of journals, observations, photographs, and interviews), were analyzed for the study. Data that were collected for this study were reviewed chronologically and were also organized by each song-experience-game. Data were further analyzed by specific student. Additional data were also reviewed to look for any common or reoccurring themes. The results of this review are provided in the following data analysis chapter.

Chapter 4 Bab 4
DATA ANALYSIS AND FINDINGS ANALISIS DATA DAN TEMUAN
The collection of data was discussed in the Methodology chapter above. This chapter presents the analysis of data collected using those methods and the findings drawn from the analysis. Analyzing data, there were common themes that were prevalent. The data analysis and findings section is organized according to these themes. The themes were participation, emotions, and inclusion. These themes address the primary question of whether the use of Education Through Music will help build inclusion in a first grade classroom.
Participation Partisipasi
The first common theme that emerged from the analysis of data was the changes in the type and amount of participation that occurred as the study progressed. At the beginning of the school year when Education Through Music was first introduced some of the students were isolating themselves from the group. Student 1 from the case studies was sitting away from the group and not participating in the song-experience-game. Later Students 1 and 2 were bending to the floor instead of standing during “Here We Are Together” and at the end of the song-experience-game they made each other fall. Other students were disregarding my instructions or talking to each other instead of participating. Student 3 completely refused to participate by not taking his “turn” during the action portion of the song-experience-game. A journal entry from Parent A indicated that several students were off-task. Student 4 was new to the school and was having a hard time being part of the group of students who had all attended the school for kindergarten. Overall participation was good, but there were several students who had not yet included themselves in the classroom community.
Participation improved as the school year progressed. Student 4 who initially had been shy about joining in was noted in Parent B's journal entry as loving “to be the loudest singer during the game!” Student 2 was noted by Parent A as singing along with the game, (although incorrectly). Previously he had not been participating and had been distracting fellow students. Student 3 who had previously been refusing to take his turn began to request his favorite song-experience-game. The majority of the class was on task and participating with a few exceptions. When a first grade teacher at Mission Avenue Open Elementary School was asked about Education Through Music she stated “I think it involves everyone because there is no way to isolate yourself unless you hid in a corner. A lot of it involves holding hands doesn't it? Which automatically connects kids and makes them feel welcome and included.”
The level of student participation increased as their sense of community grew. Parent F noted “100% participation in most songs.” Student 2 who was off-task at the beginning of the year stated in his journal “I like all of them. They are good. I mean it ok,” when asked which song-experience-games he liked best. I also encouraged participation by allowing the students to choose which song-experience-game they wanted to sing from among those that they had learned. I limited the number of song-experience-games so that the students would focus on interacting with their classmates rather than learning the new lyrics and movements. This allowed their movements to become more fluid and they were able to enjoy participating as a group.
Emotions Emosi
The beginning of the school year can be a difficult and emotional time for first grade students. They are adjusting to a longer day spent away from home or the care situation to which they are accustomed. The Education Through Music program was enjoyed by most students at the beginning of the year because the program allowed me to give them individual attention and gave them a chance to be more physically active. However, the students were more easily upset by not getting a turn or not getting to choose which song-experience-game was played by the class. Student 3 wrote “I don't like the song,” in his journal early in the school year. Student 5 was noted in Parent B's journal as being disappointed when she wasn't “picked.” These types of emotions tend to be more focused on the individual child's wants rather than the child wanting to share or caring for other's feelings.
Students who were initially unhappy with various aspects of the song-experience-games, (not getting a turn, not getting to pick the game, etc.), quickly became more positive about the Education Through Music program. The program was easy for the students to enjoy and their comments and emotions quickly began to reflect how much they liked the program. Photos reflect the many smiles on the students' faces while they played the games. Student 5 talked about how the game made her heart “beat really fast” and she drew a picture of a brightly colored envelope with a heart on it in her journal. Parent D stated “seems like a very happy group,” in her journal. A first grade teacher at Mission Avenue Open Elementary School said “I think the kids love Education Through Music.” The mother of Student 4 expressed how happy she was that her daughter was enjoying school. She was very concerned at the start of the school year about how her shy daughter would handle being at a new school. After a few weeks of school her daughter came home from school singing “I Wrote a Letter” and wanting the family to play the game with her. The Education Through Music program helped the students with transitioning to first grade by providing them with a fun time to interact with their classmates. Happy students are more likely to interact positively with each other and create a more inclusive classroom environment.
Inclusion Penyertaan
Many students will cling to familiar friends for comfort at the beginning of the school year. They will also split themselves into boy versus girl groupings. Initially, this manifested itself in students trying to interact more closely with the other students they considered their friends. One example of this was noticed by a parent who observed the “I Wrote a Letter” song-experience-game. Student 5 and another student were noted in Parent C's journal entry to be “dropping the note specifically for each other” during the song. They were focusing on each other to the exclusion of other students. I observed another example of students reverting to boy versus girl at the beginning of the year when Student 2 teased another student for cheering on a girl student because she wasn'ta “boy.” Parent A also noticed “Children only dropped it, (the letter), behind their friends. Girls dropped to girls, boys to boys.”
The song-experience-games helped me break down these barriers to inclusiveness. One way the games did this was by using the musical beats of the song to dictate who the students must pick. When the class became familiar with how the game was played the person who was it could no longer “cheat” and was compelled to choose a variety of different students. A first grade teacher at Mission Avenue Open Elementary School stated “It (Education Through Music) builds inclusion even with difficult students.” While this inclusiveness was initially artificial, over time the students genuinely began to want to include all their classmates.
My favorite example of inclusive behavior, that was encouraged as part of the Education Through Music program, involves Student 1. This student routinely struggled to comprehend the strategy involved with succeeding in the song-experience-games. A few months into the school year, while playing “I Wrote a Letter,” Student 1 did not comprehend the best approach for strategically playing the game. The other students all joined in to encourage him and tell him what he needed to do to be successful. They behaved as an inclusive classroom community.
The use of the Education Through Music program in my classroom helped to build an inclusive classroom community. The building of this classroom community is reflected in the changes that occurred in the level of participation, emotions, and inclusion of all students as the school year progressed. These changes can be seen in the journaling of the parents and students, the faces of the students in the classroom photographs, and my notes as the school year progressed. I would recommend the use of Education Through Music's song-experience-games to build inclusion in a first grade classroom.

Chapter 5 Bab 5
DISCUSSION AND RECOMMENDATIONS
This chapter discusses and interprets the results of the study in the first section and in the second section provides recommendations on how to address the implications of the results.
Discussion Diskusi
This study began as a question: “Will using Education Through Music build inclusion in a first grade classroom?” I used my first grade class to study the effects of the Education Through Music program. The results were overwhelmingly positive. The data analysis chapter shows how students who were initially isolating themselves began to open up to the class and become part of a more inclusive classroom community. The classroom community section of chapter 2 presents the research of Miranda (2004), Noddings (2003), Perry (2002), and Watson and Ecken (2003). These researchers discuss the benefits of a strong classroom community. They put forward methods, such as using activities like the song-experience-games, to create an inclusive classroom community. My research confirms that building community through the use of Education Through Music does create a more inclusive classroom.
Another aspect of building a more inclusive classroom is to teach to all of the students' learning styles so all the students have the best possible opportunity to be successful. Gardner's theory of multiple intelligences discusses the benefits of teachers expanding the different ways they present materials to their students. Education Through Music uses song-experience-games that incorporate music, language, and physical aspects to appeal to several different learning styles that are not commonly addressed. Students who are able to learn and be successful will be happier which helps to build a classroom community. Noddings (2003, p. 2), discusses how happy people learn more and are not usually mean to others. “Emotions give us a more activated and chemically stimulated brain, which helps us recall things better” (Jensen, 1998, p. 79). The students in the study expressed the emotion of happiness. They were happier during their Education Through Music class time as the year progressed. The students became more confident and inclusive of their classmates. A first grade teacher from Mission Avenue Open Elementary School stated “I think all kids love ETM (Education Through Music) because I've always seen them smiling and laughing as they do it. It also stimulates their brain so they are ready to learn.” The classroom functioned better when everyone was happy.
Another way Education Through Music incorporates the lessons of the multiple intelligences theory is by appealing to several of the intelligences that are part of the multiple intelligences theory. Those intelligences are musical intelligence, linguistic intelligence, bodily-kinesthetic intelligence, and interpersonal intelligence. The intelligence that is most useful in building an inclusive classroom community is interpersonal intelligence. Armstrong discusses interpersonal intelligence as the ability to understand and respond to other people's emotions (Armstrong, 2000, pp. 2-4). The emotion section of the data analysis and findings chapter discusses how students began to respond more to the other students' emotions as the year progressed. The use of Education Through Music promotes this by encouraging interaction of the students during the song-experience-games. Students help each other to learn the games, take turns together, and enjoy playing the games together. The classroom becomes more inclusive as students become more skilled at interacting with each other.
Brain research has shown that students learn best when they interact with the lesson they are learning (Healy, 1990, p.73). Education Through Music includes both physical and mental interaction through the song-experience-games. Jensen (2001) discusses how these types of lessons activate multiple parts of the brain which promotes brain development. Students also enjoy this type of lesson because “Sensory-motor experiences feed directly into their brains' pleasure centers” (Jensen, 1998, p.88). Students who are enjoying the lesson are more likely to be happy and include their classmates as shown in this study.
This study shows that Education Through Music creates inclusion in a first grade classroom. Analysis of the students levels of participation, emotions, and inclusion of their classmates demonstrates that through the use of song-experience-games an inclusive classroom develops.
Recommendations Rekomendasi
Education Through Music was shown to be successful in building an inclusive first grade classroom. I have several recommendations regarding the use of the Education Through Music program.
My first recommendation is that teachers should receive Education Through Music training. This training is currently available in the summer and throughout the school year.
My next recommendation is that the Education Through Music program should be introduced at the beginning of the school year to encourage inclusive classroom behavior from day one. The song-experience-game, “Here We Are Together,” especially lends itself to beginning this process.
Another recommendation is that the song-experience-games should be continued throughout the school year because classroom community continues to grow with repetition of the class's favorite song-experience-games. The repetition of the action portion of the game allows students to become familiar with the movements and focus on interacting with their classmates.
I also recommend that teachers support the utilization of Education Through Music at their school. Teachers can do this by discussing their experiences with the teaching of Education Through Music with other teachers and administrators and encouraging the incorporation of Education Through Music into the curriculum.
My final recommendation is to invite parents, teachers, and administrators to observe students participating in the song-experience-games and experience the classroom community that is built from the use of the Education Through Music program. This would assist the teachers in building support for the use of the Education Through Music program to build an inclusive classroom.
The expansion of this program has already begun at my school. The success of this program in my classroom and a third grade classroom impressed both staff and parents. After seeing our success other teachers have begun incorporating this program into their classrooms with the support of the school's administration. The administration and staff's belief in the program was so strong that the Education Through Music program was taught to all the teachers at my school. I expect that with the increasing support and success of this program Education Through Music will continue to build inclusiveness at my school to the benefit of the students.

APPENDIX LAMPIRAN
Song-Experience-Games


















REFERENCES DAFTAR PUSTAKA
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USING SONG-EXPERIENCE-GAMES TO BUILD INCLUSION IN A FIRST GRADE CLASSROOM
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