The Development of Thum Drum Training Curriculum Using Community-Based Approach for Music Education Students

Abstract

          The research objectives encompassed two primary aims: 1) to develop a Thum Drum Training Curriculum employing a community-based approach tailored for university students majoring in Music Education; and 2) to scrutinize the outcomes arising from the execution and integration of this approach. The targeted demographic comprised 15 university students enrolled in Music Education programs. Utilizing an action research framework for development, the study adopted various instruments including: 1) needs analysis questionnaires on the development of the Thum Drum Training Curriculum, 2) the curriculum's instructional contents, 3) assessment forms for evaluating Thum Drum performances, and 4) post-implementation assessment forms. Quantitative data underwent analysis via descriptive statistics encompassing arithmetic mean, standard deviation, and percentage computations, while qualitative data were from content and summary analyses.
          Results of the development of the Training Curriculum using community-based learning management for university students majoring in Music Education revealed that the core contents consisted of objectives and rationale, aims of the Training Curriculum, learning plan, objectives of the learning plan, content description, learning activities and training methods, training materials and training measurement and evaluation. Details of the learning plan covered Thum Drum music and performance contents of 4 plans, totaling 12 hours. The plans were divided into Learning Plan 1: Tales of the Legend of the Thum Drum Performance (3 hours), Learning Plan 2: Thum Drum Performance as a Devotion to Phaya-Than (3 hours), Learning Plan 3: Using Thum Drum Performance to Beg for Rain (3 hours), and Lesson Plan 4: Creating Traditional Long Nails “Suai Mue” for Thum Drum Performance (3 hours). Overall, the index value of appropriateness of the Training Curriculum was at the highest level (𝑥̅ = 4.89, S.D = 0.86) and when considering each aspect, it was found that it was at the highest level of appropriateness (𝑥̅ = 4.67 - 5.00, S.D = 0.75 – 1.00). The results suggest that the Curriculum is suitable for using in Music Education Program.
          The results also elucidated that the appropriateness index of the training Curriculum, as assessed within the overarching evaluation framework of the training course, attained the apex level (𝑥̅ = 4.59, S.D = 0.68). Upon closer examination of each dimension, it emerged that the training process aspect (𝑥̅ = 4.64, S.D = 0.67) garnered the highest rating, followed by the input factor aspect (𝑥̅ = 4.62, S.D = 0.72). Subsequently, the production aspect (𝑥̅ = 4.58, S.D = 0.77) and the context aspect (𝑥̅ = 4.52, S.D = 0.79) were identified as the third and fourth highest, respectively. Nonetheless, all evaluated aspects attained the highest rank within the appropriateness index.