A contextual approach to music learning for grade 1 primary school students

Abstract

This research is entitled Contextual Approach in Music Learning in Elementary School. The main focus of this study is to describe the implementation of a contextual approach in music learning and to evaluate its effects on the engagement, motivation, and basic musical understanding of first-grade students. A qualitative approach was employed using a case study design. The research was conducted at an elementary school in Bandung, with first-grade students as research subjects. These students participated in eight music learning sessions that integrated contextual strategies, such as using familiar songs, visual rhythmic aids, and body movements related to musical elements. Data were collected through classroom observations, interviews with the music teacher, and documentation of student activities and performances. The data were then analyzed through reduction, categorization, interpretation, and triangulation techniques. The findings indicate that the contextual approach significantly enhanced students’ active participation and enjoyment during music lessons. It helped them grasp fundamental music concepts such as tempo, rhythm, melody, and dynamics more effectively by linking learning activities to their everyday experiences. Moreover, students demonstrated improvements in their creativity, motor coordination, and self-expression. The contextual approach also fostered a more interactive and student-centered learning environment. Therefore, it can be concluded that the contextual approach is both relevant and effective in music education for lower-grade elementary students, particularly in their initial stages of formal learning.