THE DEVELOPMENT OF A SHORT COURSE TO FOSTER MUSIC TEACHERS’ CREATIVITY FOR LEARNING MANAGEMENT DESIGN

Abstract

          This study aimed to 1) develop a short course to enhance music teachers' creativity in learning management design 2) compare learning achievement before and after the training and 3) evaluate the satisfaction of music teachers and students regarding the short course and the learning management. A mixed-methods research design was employed, consisting of two phases: Phase 1: fundamental data collection and analysis and Phase 2: creative music curriculum development. The research instruments included the Creative Music Curriculum (CPS Model: Compose, Perform, Sing) a learning achievement test, and satisfaction evaluation forms. The sample consisted of 24 music teachers, selected through purposive sampling and 120 students. Data were analyzed using descriptive statistics, including mean ( ) and percentage.
The findings revealed that the CPS Model effectively enhanced music teachers' capacity to design learning activities integrating composing, performing and singing. Music teachers' learning achievement after the training increased by 50.9%, thereby meeting the established criteria. Furthermore, both music teachers and students reported a high level of satisfaction with the curriculum and learning management (91.40%) which was significantly above the 80% standard. Consequently, the research contributed a new body of knowledge: a systematic Creative Music Learning Management Model (CPS Model)
that can be effectively applied to promote creativity in educational institutions.