Learning Facilitation on Thai Classical Music History for Enhancing Critical Thinking

Abstract

Background and Aims: The instructional practices in teaching Thai Classical Music History have traditionally emphasized rote memorization with limited student participation, resulting in low learner motivation and insufficient engagement with conceptual and practice-oriented historical knowledge. This study aimed to: 1) design an instructional process that fosters critical thinking in the context of Thai Classical Music History, and 2) analyze the outcomes of learning facilitation designed to enhance critical thinking in Thai Classical Music History. The target group comprised Grade 10 students in the Fine Arts Preparatory Program (Thai Classical Music group) at Chomsurang Upatham School.

Methodology: The study employed a qualitative research design with two participant groups: 1) seven Grade 10 students in the Fine Arts Preparatory Program (Thai Classical Music group), and 2) six key informants, including experienced educators in Thai history and Thai Classical Music History, as well as experts in Thai history. Data were collected through content analysis, expert interviews, and instructional design development. The learning process was designed based on research-informed frameworks, integrating insights from expert consultations. Data analysis employed inductive reasoning, with findings presented in descriptive form.

Results: The research revealed that 1) the instructional design comprised 14 lesson plans structured around the “Learning Curve” framework, grounded in experiential learning cycles. The content encompassed seven themes: critical thinking in Thai Classical Music History, Thai Classical Music and national identity, the influence of household, temple, and palace institutions on Thai Classical Music, Thai Classical Music and historical learning resources in Ayutthaya, historical repertoires of Thai Classical Music, the relationship between Thai and Southeast Asian music, and reflective learning practices. 2) The learning outcomes demonstrated that students were able to articulate connections between Thai Classical Music History, culture, and society; critically analyze issues influencing Thai Classical Music History; and express musical performance informed by an understanding of structural and dynamic features of compositions. Furthermore, students developed an appreciation for the historical significance of Thai Classical Music, engaged in cross-cultural comparisons with Southeast Asian music, adopted open-minded attitudes toward cultural change, and demonstrated reflective thinking in their own learning.

Conclusion: The study concludes that the instructional design for Thai Classical Music History, aimed at fostering critical thinking, effectively enhanced students’ knowledge, critical thinking skills, engagement in historical learning, and positive attitudes across all 14 lesson plans. The approach highlights the potential of integrating experiential and critical pedagogy into the education of Thai Classical Music History.