ABSTRACT

An ultimate objective in an educative process is preparing an individual for the moment that he/she can go on his/her own way. The purpose of music education is not only to develop music literacy and music intelligent, but also to develop critical thinking and creative thinking. The development of musical thinking skills can be gained through the higher order of thinking processes of analysis, synthesis, and evaluation which are upper levels of the cognitive development. The teaching stratiegies for harmony, ear traning and sight singing, and music analysis were designed based on comprehensive musicianship and the B1oom`s cognitive domain. Music courses should not be taught in isolation and fragmented fashion. All courses should be designed to complement and support each other to avoid unnecessay encroachment and duplication. Intradepartmental dialogue and perhaps adiministrative help may be needed to achieve an appropriate curricular balance. Instructional material must be presented in sequences that are intergrated and well structured to allow students to build upon previously acquired concepts. The most important aspect of music program is to offer a balance and variety of music expericence. In this aspect, all of music classes should be interrelated and implemented to performance. Music theory classes are often separated from performance by classifying either as performing or as theory classes. All students in different major should also learn music theory including harmony, and form and analysis to understand fundamentals of music. The fundamental knowledge of musical form and of the structural elements is essential for a comprehension of the subject. Music theory classes should involve performance while a performance class should include analysis of music being performed. In this aspect music education can focus on the overall objectives of developing critical thinking and creative thinking.