MUSIC TEACHING MODEL IN THE NETHERLANDS

Abstrak / Ringkasan

This article deals with the descprition of the model of teaching music in Nederlands. It is aimed at
descrcibing the teaching practice of music in Nederlands. Yo obtain the objective, this study employed
documentation, study literature, interview, and observation. The documentation method is used for
collecting data related to the concept and implementation of thematic learning for music both in Indonesia
and in the Netherlands. Study literature is used to obtain a clear idea about the design of music teaching
model applied in the Netherlands. Interviews conducted to the educational experts in the Netherlands,
including the policy makers, principals, teachers, students, and stakeholders from Utrecht University,
Iclon Leiden University, Konjlik, Conservatorium of Denhaag, and Akoesticum Edewageningen to
find out the concept and implementation of learning for music in the Netherlands. Observations are made
on the implementation of learning for music in the Netherlands . Observation was conduct on 23 teaching
and learning in Hoogeschool Voor De Kunsten Utrecht, The Royal Conservatorium Den Haag, Cals
College Nieuw Wegein, Montessory School Herman Jordan Lyceum Zeist, Kees Boeken School
Bilthoven, and Akoesticum Ede Wageningen.
Interview showed that 50 years ago t here was a revolution in teaching learning in the Netherlands.
The result is felt at the moment. The process of learning what is important is to develop the attitude
and thinking skills of students into adulthood in a good way.. Beside that, base on observation showed
that music teaching in learning used various method. Some time teachers used a familiar method like
Kodaly, and some time they developed newly method that create by teacher.
The result of the research in the first year is obtain information that: a) The teaching materials are develop
based on a common ground; b) The the music lesson developed based on the students’ needs; c) the
sequence of the materials is based on the emergence of the students’ understanding; d) the music theory
and practice was taught integration, e) there was a reflection activity in which the students praised one
another, gave suggestions and inputs to improve the students’ skills which had been achieved, f) the
teaching approach used the student-center and cooperative learning.

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