การพัฒนาทักษะทางดนตรีเพื่อให้เกิดความคิดริเริ่มในทางสร้างสรรค์ของเด็กปฐมวัย จากการจัดประสบการณ์ในรูปแบบกิจกรรมการเรียนรู้ทางดนตรี ตามทฤษฎีของโคดาย DEVELOPING OF MUSIC SKILLS KINDERGARTEN’S ORIGINALITY TO CREATIVE THINKING BY KODALY APPROACH BASED MUSICAL ACTIVITY

Abstract

          The aims of this research were to develop music skills of Kindergarten students to encourage creative originality by using Kodaly approach-based musical activity and to study the outcome of creative originality of Kindergarten students before, during and after facilitating Kodaly approach-based musical activity learning experience. The samples of this study were 11 of 5-6 year old students who were studying in Kindergarten level bilingual program in 2016 academic year at Ongkharak Demonstration School, Srinakharinwirot University, selected by cluster random sampling. The data collection was conducted within 7 weeks. Research tools in this study were 7 lesson plans and individual behavior observation form included creative originality development assessment form, Kodaly approach’s music skills assessment form and emotional health assessment form. The collected data was presented by line diagram. Statistic used for data analysis was descriptive analysis, standard deviation and t-test. The qualitative data was analyzed by content analysis.

           The result of the study showed that Kindergarten students who were given Kodaly approach-based musical activity treatment developed higher creative originality mean scores, music skills and emotional health after the experiment statistically significant at .01; According to graph result, the Kindergarten students development improved continuously after facilitating Kodaly approach-based musical activity learning experience during the 1 – 7 weeks. However, there were only during week 2 - 3 period that the development tended to slightly decrease, due to it’s the first period of learning hand signs according to Kodaly theory, but after providing the activity continually, the development of the learners had a tendency to improve respectively. In addition, after facilitating the learning experience, the students’ behavior also lead to improved in terms of music skills, emotional health and musical creative originality