CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Relevant literature from books and associated studies about music teachers’

literacy among Grade VI teachers in North Cabadbaran District, as well as relevant

conclusions and remedies. This demonstrates how experts who have conducted

numerous studies that are relevant to the current study have backed the content and

topic issues in this study. As a result, the writer's perspective has been sharpened and

enlarged.

Studies have suggested that teachers are one of the most important indicators of

whether a classroom exhibits high-or low-quality instruction (Poulter & Cook, 2020).

Nevertheless, there is no commonly identified and globally agreed-upon set of musical

competences required for early childhood teachers. Research on teacher competency

in early childhood music education is scarce and suggestions in the literature for

improving music teacher education are often vague. In the global context, the National

Association for the Education of Young Children (2019) suggested that the early

childhood teachers should be familiar with a variety of materials and tools in teaching

each of the art forms.

Music provides a remarkable ‘epitomic offering’: it continuously satisfies our need

to resolve uncertainty, thereby underwriting its rewarding nature. Music perception is an

active act of listening, providing an irresistible epistemic offering. When listening to

music we constantly generate plausible hypotheses about what could happen next,

while actively attending to music resolves the ensuing uncertainty. Within the predictive

coding framework, we present a novel formulation of precision filtering and attentional

syntactic processes elicited by irregular events are relatively exempt from top-down

predictive processes (Koelsch et al. 2019).

The Pedagogical books for music performance focused increasingly on out-of-

context exercises to improve technical skills that provided very little rationale and almost

no choices to music students in this research, we looked at how the supportive and

controlling teaching styles of music teachers in one-on-one settings can influence their

students’ well-being by illuminating teachers’ and students’ perceptions of teaching in

higher music education institutions in the United Kingdom. Teachers and students

mostly agreed that teachers provide autonomy support to their students. Teachers’

transmission of passion for music and autonomy-supportive behaviors were related to

students’ well-being, whereas controlling behaviors hindered well-being (Rousy et al.

2020).

Teachers who use pedagogical content knowledge (PCK) may develop high

teacher self-efficacy beliefs, which can result in further effective teaching and learning.

Teachers may find success by considering ways to develop and incorporate both

pedagogical and content knowledge. Music teachers report that teacher preparation is

lacking in subject-specific pedagogical content knowledge. Consequently, music

teacher preparation program leaders may need to consider more varied means of

fostering subject-specific PCK among preservice teachers. However, the non-string

specialists who teach strings classes have difficulty teaching string-specific content.

Post certification opportunities such as professional development and other workshops

may be necessary to deepen the string-specific PCK of non-string specialists.

situation. They face difficulties in teaching music in accordance with the curriculum. This

results in a lack of competence both in theory and practice in music. This condition is in

contrast to secondary school level that has music teachers who are music education

undergraduates.

The impact of the elementary school music education system is quite significant.

Students do not get good music education such as the practice of vocal accuracy,

tempo stability, notation reading, musical instrument learning, etc. (Apriani &

Julia,2019).

The impact of the adoption of the Musical Futures (MF) approach on secondary

school music teachers working in MF Champion schools provides greater influence.

Most teachers reported that MF had helped them to become a more effective teacher,

more confident in teaching music and had increased their enjoyment. Musical Futures

changed the nature of teaching and learning with a more student-led approach being

adopted. Managing this workshop approach on a daily basis, for some teachers, was

exhausting and stressful. Overall, the adoption of the MF approach had a wide range of

benefits for teachers.

The training of teachers and providing information about the impact of their

teaching ways to the students’ future musical competence were able to change the way

they teach music. Teachers need to be given good attention, such as by providing

development programs from the government so that the process and effectiveness of

teaching music can be improved continuously. To improve non-specialist music

teachers’ knowledge and skills in teaching music, they need training to re-understand
the teaching materials and to change their way of teaching music to avoid errors in

applying music practices to students.

Furthermore, (Wong & Lau, 2018) states that music teachers need good

education to achieve subject matter mastery and face challenges when teaching and

that empowers them to deliver confidently. This means that sufficient music teacher

education and training will lead to improved confidence. Interest in work, good results,

and boosted confidence can make the music teacher productive. In this research, music

teacher motivation was central to their construction of their own personal identity, self-

efficacy, as well as how their authorities perceive them. Self-concept is critical to

effectiveness through their belief in their own ability to provide and develop education.

According to Forester, (2017) study suggests that the practice of instrumental

music teaching demands a specialized form of knowledge that reflects the integration

of, rather than the intersection between, both teaching and conducting. This specialized

form of knowledge informs the participants’ in-the-moment decision making, judgments,

decisions, and communication with students and the ensemble as a whole. The findings

of this study suggest implications for music teacher education and conducting

education, specifically in the areas of devising professional development opportunities

that are systematic, multilevel, and multifaceted and that mirror the integrated nature of

teaching and conducting that occurs in practice.

According to J Julia, (2020) to improve non-specialist music teachers’ knowledge

and skills in teaching music, they need training to re-understand the teaching materials

and to change their way of teaching music to avoid errors in applying music practices to

students. This research report exemplifies collaborative work in making critical-reflective

programs in action research. The results indicated that non-specialist music teachers

were able to develop their knowledge of basic music theory as teaching material and to

develop skills in using media and applications supporting music teaching. The training

of teachers and providing information about the impact of their teaching ways to the

students’ future musical competence were able to change the way they teach music.

Teachers need to be given good attention, such as by providing development programs

from the government so that the process and effectiveness of teaching music can be

improved continuously.

Nowadays, technology is becoming one of the most commonly used tools in

education (Bassani & Barbosa, 2018; N). Technology-based tools and devices have

been an integral piece of music as well as music education over the years. In music

education, it is crucial that students and teachers closely follow and use technological

developments in the era when technology is shaping the future (Al-Qerem et al., 2020;

Parasiz, 2018.

The development of technology and information demands elementary school teachers

to be able to make and teach technology-based musical instruments so that the

development of technology and information can be used in the learning process.

Elementary school teachers also have problems teaching musical composition using

ensemble musical instruments. Teachers also lack strategies and media to teach

musical instruments, so they need to have ideas for developing technology-based

musical instruments. However, the teachers were able to complete the task of making

technology-based learning media, which means that they were able to develop their
technological abilities to make music learning media. It can be concluded that with

structured and controlled training, elementary school teachers can develop themselves

and innovate well. ([Link] et al. 2020)

Technology provides teachers and students with a wide range of its applications,

as well as facilitates effective and continuous learning. Technology and education are

separate branches of science; they have different theories and methods but are used

together to improve the quality of teaching and learning (Webster, 2017)

The number of ever-evolving technologies, including blogs, Twitter, wikis,

YouTube, social media, online games, and virtual worlds, can be overwhelming. Each

type of these media can be transformed into a practical music education tool ensuring

measurable educational outcomes. Tools, such as social networks, blogs, collaboration,

content communities, music games, and virtual worlds, contain many interesting

opportunities to be used in music education

Barrett, Zhukov, and Welch (2019) reported evaluation results of a pilot program

to mentor general classroom teachers about workplace music in 11 early childhood

education institutions in Australia. The results showed that the mentoring got positive

outcomes, enriched the schools’ music curriculum, structured locally relevant programs,

built resources, grows teacher music skills and confidence, and it impacted positively on

student learning and behavior. This longitudinal mentoring with traditional approaches

expanded to professional development for in-service music teachers through a

collaborative approach.
 Recent research on the efforts to improve music teacher competence in

Indonesia has been conducted by J Julia, Hakim, and Fadlilah (2019). They conducted

an action research to shift the elementary school teachers’ understanding of the

methods to teach songs to students. They revealed to the teachers the effect of not

teaching the students to sing well and the research results showed that the teachers

could change their understanding of teaching and used modern methods of teaching

songs. Additionally, the teachers were guided to use various applications and media

and that provided them new insights to choose teaching aids, and increase literacy on

teaching vocals

Previous research found how important are for the training programs and the

support from the government. Hennessy (2017) did research to improve the music

teachers’ competence and confidence in teaching. They were trained and received 21

training modules. However, the findings showed that the problems in preparing the

teachers to teach music are not resolved. From an intervention, it was discovered that a

small fund from the government can have a significant impact on the trainees. It was

also found that trainers have difficulties to maintain work if the teacher training did

genuinely seek to train 548 Training the Non-Specialist Music Teacher: Insights from an

Indonesian Action Research Study teachers for the whole curriculum. Many primary

schools experience this matter this is the same issue which severely limits music

education in many primary schools.

J. Julia, Isrokatun, Pramajati, Sukaesih, and Aisyah (2019) conducted research

to improve the ability of elementary school teacher candidates to read music notation.

Their results showed that students’ ability to read music notation could be improved
through several stages of critical and reflective learning. The activities were, for

example, by providing an understanding of the importance of reading music notation,

analyzing music notation, and providing new experiences using music applications as a

medium for learning music.

Therefore, the teachers were supposed to become accustomed to competitions

through training. By monitoring their activities connected to the standard of musical

practice, teachers must be able to reflect action and exhibit both practical and

theoretical ability. The teacher can therefore handle a wide range of musical issues.

Faculty of Teacher Education, University of Zagreb conducted a study that shows

a study that it can be concluded that in spite of the high level of respondents’ self-

assessed basic music competencies, as well as the competencies in music teaching

methodology and creative musical activity, their self-reported practical competencies

show the awareness of the need for further improvement. Also, their expressed desire

for further development of music competencies indicates an awareness of the

importance of professional development and continuous improvement. The results are

also supported by the correlation coefficients, as the relationship between the

theoretical command of the competencies and their practical implementation in music

education is currently weak and should be strengthened. The results of this study can

be used as guidelines for the improvement of music competency during initial early

childhood and preschool teacher education (Sušić, 2018).

The study of a music teachers’ education in Hong Kong conclude that teacher

self-efficacy is a small idea with a huge impact. The study contributes new knowledge

by extending our understanding of how teacher education programs have made impacts
on teaching efficacy in music. The findings of this study provide an empirical basis for

the universities and policymakers regarding the future development of teacher

education programs based on the professional needs of in-service teachers. This study

implies the pressing needs for continuous professional development for early childhood

teachers to renew their knowledge and skills, keep pace with ongoing changes, and

broaden their vision to adopt excellent teaching practices that nurture the holistic

development of young children. The powerful impact of music education on young

children’s holistic development should also be acknowledged (Chung, 2021).

A study investigate the music teaching efficacy beliefs and commitment to

teaching of preservice music teachers enrolled in an introductory music education

course. Also explored was the impact of introductory music education course

experiences on preservice music teachers’ music teaching efficacy beliefs and

commitment to teaching. Preservice music teachers’ efficacy beliefs were interpreted as

having two dimensions: music teaching efficacy beliefs and classroom management

efficacy beliefs. Mixed-methods analyses indicated that introductory music education

students’ music teaching efficacy beliefs may have been impacted by a variety of

course experiences, including individual mentoring, peer teaching, and field experience.

Participants’ commitment to teaching may have been strengthened by mentoring,

although instances of weakened commitment were rare. Additional findings included the

types and qualities of experiences perceived by participants as influential to music

teaching efficacy beliefs or commitment. (Prichard, 2017).

Another purpose of the study was to evaluate the effects of a Self-Regulated

Learning Music Practice Strategies Curriculum (SRL-MPSC) on Self-Efficacy in music

Processing Speed, and Meta-Cognitive Awareness for high school instrumentalists. The

goal of the fifteen-day music training using the SRL-MPSC, was to teach adolescents

how to practice more effectively, think meta-cognitively and develop musical

independence while enhancing self-efficacy, performance achievement, processing

speed and meta-cognitive awareness. Results of this study suggest that a 15-day music

training intervention using the Self-Regulated Learning Music Practice Strategies

Curriculum, significantly enhanced participant’s Music Performance Achievement.

Based upon the results of this study, teaching students to practice effectively using

strategies, cooperative group activities alongside daily rhythmic audiation, sight reading

and scale study, will develop independent musicianship, increase confidence and

musical competence, broaden the literature level and increase student motivation to

practice. ( Mieder, 2018).

Moreover, there is a study in which they interview five teachers it shows that

Generalist primary school teachers need support in teaching music. These five case

studies have revealed that many factors can detract from their ability to successfully

teach music. Teachers need the support of school administrators to teach music, have

adequate resources to teach music, and have the time to teach music. The cases

illustrate the importance of teachers having the opportunity to achieve mastery

experiences in teaching music. Therefore, teachers need the opportunity to observe

successful music teaching, talk about music teaching with expert teachers, and access

relevant professional development. Informal networks such as Facebook groups have

the potential of allowing novice teachers of music to interact and support each other and
draw on the expertise of more experienced teachers of music. This is an area for future

research, as is exploring how generalist teachers can work with music specialists to

further their self-efficacy in music teaching. Ultimately, their stories illustrate just how

complex being a generalist primary school teacher is, with music teaching being just

one (sometimes small) part of their teaching lives. (de Vries, 2017).