A STUDY OF THE GUIDELINE OF SIGHT-READING ENHANCEMENT FOR VIOLIN BEGINNING STUDENTS: A CASE STUDY FOR MUSIC CAMPUSES FOR GENERAL PUBLIC, COLLEGE OF MUSIC, MAHIDOL UNIVERSITY

Abstract

The purposes of this qualitative research paper are 1) To study and analyze the teaching and learning management of sight-reading skills for beginner violin students in 3 branches of Mahidol University’s College of Music MCGP facilities. 2) To synthesize a guideline for enhancing the sight-reading skills of beginner violin students. Key informants were divided into 2 groups: 10 violin teachers and 8 beginner violin students. Data were collected through in-depth interviews and focus groups discussion with 10 violin teachers. Data were analyzed using content analysis method. The results of the research show that sight-reading teaching and learning management can be divided into 7 aspects. 1) Curriculum and content: the school has organized a series of courses and examinations that involve sight-reading. In each branch, the curriculum is organized and each teacher has different sight-reading teaching content. 2) Teacher: teachers have proper behavior and systematic arrangements of activities, and they encountered problems in various fields. 3) Student: most of the students enjoy and cooperate in sight- reading class. 4) Teaching methods: they have a variety of teaching methods, and the state of the student is considered by adapting different methods of teaching. 5) Objectives: most teachers focus on setting objectives for developing sight-reading skills and other aspects. 6) Teaching materials: all teachers have used different media besides textbooks, technology media, card games and others that they consider the appropriate with each student’s suitability. 7) Evaluation: most teachers rate the students on child-centered basis, while some teachers evaluate in other ways and use of various tools with similar criteria. In the second part, the guidelines for the development of sight-reading teaching and learning recommend the teachers focus on the child-centered aspects. Media technology should be used in teaching according to the era, so that students can have a better learning system to develop their brain, mind and body besides doing sight-reading. The development approach must focus on the development of students in terms of “be self-reliant.”