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All Journal Harmonia: Journal of Research and Education
Ha, Sang Woo
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Arts Education

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Play-Based Learning With Games as a Dance Teaching Tool Azmi, Nurafiqah Diyanah; Ha, Sang Woo
Harmonia: Journal of Arts Research and Education Vol 24, No 1 (2024): June 2024
Publisher : Department of Drama, Dance and Music, FBS, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/harmonia.v24i1.43479

Abstract

This case study focuses on Play-based Learning with game elements as a new dance teaching tool for young children. The research objective is to verify that the majority of games used by teachers in Malaysian preschools are based on guided play, which includes adults’ guidance and mentoring on a play, and that each game is designed to improve students’ cognitive and psychomotor development, social abilities, and academic skills. Researchers also emphasize that Play-based Learning with game elements can be used as a new teaching method of dance for young children who cannot follow teaching contents. To achieve these objectives, researchers discuss how games are used as a teaching method by two different preschools, investigate how these games are suitable for all students aged 4 to 6 years old, and examine the effect of games as teaching tools in Music and Movement classes. Utilizing the qualitative methodology, researchers interviewed teachers to investigate how teachers incorporate games in Music and Movement classes. Researchers conducted participant observation in Music and Movement classes to identify whether or not the use of games in this case study belongs to free play or guided play. Researchers also gathered information through secondary written sources. The findings suggest that games as a teaching method in Music and Movement classes greatly emphasize students learning how to dance, where games create more excitement for the children and not worry too much about techniques. Games used by Malaysian preschools can be great examples and guidelines for teachers to incorporate games as a teaching method for preschool students aged 4 to 6 years old.
Structural Process and Impacts of Mentoring Module in Ballet Certificate Program: A Case Study on CBTS Program, Royal Academy of Dance, Malaysia Chen, Xian Yuin; Ha, Sang Woo
Harmonia: Journal of Arts Research and Education Vol 22, No 1 (2022): June 2022
Publisher : Department of Drama, Dance and Music, FBS, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/harmonia.v22i1.35245

Abstract

This case study aims to give an overview of the structural process of dance mentoring module and investigate its impact in Malaysian dance education, exemplifying CBTS program, known as Certificate in Ballet Teaching Study. For this study, the researchers have employed Eric Parloe’s mentoring model as a theoretical tool to re-interpret the process of CBTS mentoring module. Focusing on insider’s approach, also known as the emic perspective, the researchers used qualitative methods, such as interviews, auto-ethnography, and archive analysis. To discuss the necessity of the mentoring module, the researchers have examined the structure and process of CBTS 404 Mentoring Module first. After that, this study scrutinized student-teachers’ purpose and experience while they were enrolling in the CBTS program and analyzed the influence of the mentoring module based on the perspective and experience of the currently certified mentors. Lastly, the researchers have explored the impacts of the mentoring module based on previous experience of the student-teachers and mentors. Based on these analyses, the researchers have argued that the mentoring module, CBTS404, plays an actual role in teaching how to apply acquired theoretical knowledge to practical teaching environments.
Co-Authors Azmi, Nurafiqah Diyanah Chen, Xian Yuin