Learning rhythmic creations using critical thinking for high and vocational school music teachers

Abstract

This study sought to examine the critical thinking skills for rhythmic music creation for music teachers at both high and vocational schools through rhythmic music training. A narrative inquiry research method was employed to highlight various procedures that occurred during the workshops. The research data stemmed from the results of observations of the practice of rhythmic music processing practice activities and tests for the creation of rhythmic motive music as well as the results of interviews on the significance of training in critical thinking oriented rhythmic music creation. The research participants were 14 people, 12 music teachers, and 2 trainers who had expertise in music composition and arrangement. The participants were teachers from several areas of West Java, Indonesia. The training was conducted in a senior high school in West Java. The results revealed that critical thinking through training could successfully foster rhythmic music creation.