Enhancing Early Childhood Art Development through Music and Dance Education

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Website: http://ecampus.iainbatusangkar.ac.id/ojs/index.php/jies Email: [email protected]

Volume 3 Nomor 2 (2023) Pages 195-203

Journal of Islamic Education Students

Enhancing Early Childhood Art Development through Music and Dance Education

Hilda Zahra Lubis¹^, Khairani Munadia², Sindi Pratiwi³, Emilia Fitri Harahap⁴ Universitas IsIam negeri Sumatra Utara, Indonesia^1,2,3,4

Email: [email protected]¹, [email protected]² DOI: 10.31958/jies.v3i2.11699

Article info Abstract

Article History Recieved:

01/11/2023 Accepted:

20/11/2023 Published:

30/11/2023



Corresponding author

Lelarnilng thel art of musilc ils no longelr strangel wheln you arel at RA/TK, belcausel musilc ils a melans of startilng to thel elnd of lelarnilng at RA/TK. Lelarnilng thel art of musilc ils velry ilmportant for young chilldreln, belcausel musilc plays a rolel iln growilng and ilmprovilng melmory, thils happelns belcausel wheln chilldreln lilsteln to musilc thel chilld's brailn cellls work morel actilvelly and chilldreln arel morel elnthusilastilc about lelarnilng, elspelcilally ilf thely play musilc and play a musilcal ilnstrumelnt. theln you willl bel ablel to trailn motor skillls and elar selnsiltilvilty to delvellop coordilnatilon beltweleln varilous selnsels. Melanwhillel, lelarnilng thel art of musilc usilng musilcal ilnstrumelnts at RA Al-Kamal ils rarelly useld, only belcausel at celrtailn elvelnts only chilldreln arel taught to play selvelral musilcal ilnstrumelnts at RA Al-Kamal.

Keywords: Music and Dance, Early Childhood, Art Developmental Aspects.

Abstrak

Pelmbellajaran selnil musilk sudah tildak asilng lagil keltilka belrada dil RA/TK, dilkarelnakan selnil musilk ilalah selbagail sarana awalan sampail akhilr pelmbellajaran dil RA/TK. Pelmbellajaran selnil musilk sangatlah pelntilng untuk anak usila dilnil, karelna musilk belrpelran dalam melnumbuhkan dan melnilngkatkan melmoril, hal telrselbut telrjadil karelna pada saat anak melndelngarkan musilk sell-sell otak anak lelbilh aktilf belkelrja dan anak lelbilh selmangat untuk bellajar apalagil jilka belrmailn musilk selkalilgus melmailnkan alat musilk maka akan dapat mellatilh kelmampuan motorilk dan selnsiltilvilta tellilnga untuk melngelmbangkan koordilnasil antara belrbagail macam ilndra. Seldangkan untuk pelmbellajaran selnil musilk yang melnggunakan alat musilk dil RA Al-Kamal jarang dil gunakan, hanya karelna pada acara telrtelntu baru anak anak dil ajarkan alat melmailnkan belbelrapa alat musilk yang ada dil RA Al-Kamal.

Kata Kunci: Seni Musik dan Seni Tari, Anak Usia Dini, Aspek Perkembangan Seni.

INTRODUCTION

Music and dance are two intertwined art forms. The presence of music in dance is crucial for both dancers and the dance audience (Allison, 2023; Khamidah &

Sholichah, 2022; Sunartini, 2013). Therefore, the role of music in the choreographic process is a necessity for choreographers and dance enthusiasts in general (Fahira et al., 2023; Pabilang, 2022; Saleha et al., 2022). Additionally, the teaching of music and dance should be introduced to young children to foster their overall development and

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Enhancing Early Childhood Art Development through Music and Dance Education DOI: 10.31958/jies.v3i2.11699

unearth potential talents (Febriyenti & Jamilus, 2023; Maulani et al., 2018; Safitri et al., 2023). It is important to note that learning music contributes to enhancing language processing in the brain (Hapsari & Syukri, 2016). Music stimulates children to engage in reading activities and supports a love for reading (Idris et al., 2022; Qoyum &

Atika, 2021; Warmansyah, 2019).

Teaching both dance and music benefits the development of a child's imagination, creativity, and aesthetic sense (Faber, 2017). Moreover, these arts contribute significantly to the overall character development of children, fostering not only intellectual prowess but also emotional intelligence and personal growth through culturally rooted artistic expressions (Samuelsson et al., 2009). Additionally, research by Sullivan & Bers, (2018) supports the idea that exposure to both music and dance positively influences children's cognitive and emotional development, underscoring the importance of integrating these arts into early education.

Music is essential and needs to be cultivated in young children to aid in their development (Maulani et al., 2018). However, some parents may not fully grasp the significance of music in their children's cognitive development (Sunartini, 2013).

Music provides a platform for expressing oneself and allows children to articulate their feelings and ideas through vocal or instrumental sounds (Yani et al., 2023). The importance of music for young children includes improving their creativity, imagination, and memory (Sudarto et al., 2023). The influence of music can shape a person's character, starting from the womb of their mother. Each culture has its distinct musical forms, reflecting its structural and stylistic aspects (D’Souza & Wiseheart, 2018).

The discipline of music education in Early Childhood Education (ECE) can be a pivotal avenue for cognitive development (Brown, 2020). Music education goes beyond cognitive development; it nurtures a child's talent and passion, guiding them to grow according to their abilities and interests (Kristiantari & Negara, 2017). Music education in ECE is vital as it helps in the expression, imagination, creativity, and emotional development of children (D’Souza & Wiseheart, 2018).

Furthermore, dance education in ECE involves learning motor skills, emphasizing psychomotor aspects. Dance learning focuses on motor skills, encouraging children to move spontaneously and smoothly without inhibitions (D’Souza & Wiseheart, 2018; Rambli et al., 2013; Stinson, 1990). Dance education encompasses movement and rhythm, aiming to enhance children's basic abilities that include perception, knowledge, expression, and comprehension. These basic skills are expected to stimulate both left and right brain functions, combining logical, emotional, and aesthetic elements (Stinson, 1990).

The scope of dance education creates a conducive environment for expressive and artistic movements, allowing children to inhabit their own world. The world of a child is considered a play dance, a choreographed sequence of playful movements (Fitriana, 2022; Suryani, 2020). Dance education for young children aims to develop their motor skills, cognitive and emotional capabilities, social and emotional

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development, communication skills, language development, appreciation for culture, and the cultivation of values (Rismayanthi, 2013).

However, there exists a research gap in understanding the specific factors that influence the development of fundamental physical abilities in dance among young children. While it is acknowledged that locomotion, speed, change, expression, articulation, balance, and coordination are integral to their dance abilities, a comprehensive investigation into the nuanced aspects influencing the acquisition and progression of these skills is lacking. Additionally, there is a dearth of research addressing the correlation between the aesthetic skills in dance, encompassing the expression of beauty in both creation and execution, and the overall cognitive and emotional development of children. Furthermore, the current body of research falls short in exploring how the relational ability of young children, manifested in spontaneous, unique, and diverse expressive movements, contributes to their overall growth and learning experiences. Identifying these research gaps is crucial for developing effective teaching methods and tailored interventions to enhance the dance abilities of young children.

This research aims to investigate the profound impact of music and dance on cognitive, emotional, and motor skill development. By exploring the interconnectedness of these art forms and their influence on overall character development, the study seeks to provide valuable insights into the significance of incorporating music and dance into early education programs. The ultimate goal is to contribute to a more comprehensive understanding of how these artistic expressions contribute to the multifaceted growth of young minds in the early stages of their educational journey.

METHODS

In the context of this research, the primary focus is directed towards enhancing quality, as the study adopts a descriptive and structured approach. The analysis is conducted by referring to both theoretical frameworks and field facts, serving as the foundation for understanding the research phenomenon. The research approach combines various methods of data collection, such as observation, interviews, questionnaires, documentation, and literature review. The utilization of these methods aims to achieve a profound and comprehensive understanding of the characteristics and dynamics of the research object. In order to immerse deeply in understanding the researched phenomenon, the study prioritizes quality improvement as the main focus, aligned with the descriptive and structured approach adopted. The research analysis is grounded in theoretical frameworks and field facts, providing a foundation to elaborate and comprehend the complexity of the researched issues.

To achieve this goal, the research employs diverse data collection methods.

Observation is utilized to directly observe behaviors and situations, while interviews are conducted to gain direct insights from the research subjects. Questionnaires serve as a systematic tool for data collection, while documentation contributes historical

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information or pre-existing data. Literature review, as an additional pillar, provides a scientific perspective that supports or complements field findings.

Through the combination of these methods, the research aims to generate not only broad but also in-depth understanding of the characteristics and dynamics of the research object. In line with the qualitative approach, the research makes a significant contribution in depicting the complex context and providing deeper insights into the aspects involved in this research field.

The research process proceeds with the data analysis stage, implemented through the Miles and Huberman data analysis framework. This method is chosen for its systematic and comprehensive approach in understanding and describing qualitative data. Initially, data collected from observation, interviews, questionnaires, and documentation will be organized and categorized in detail. This involves arranging data into thematic patterns or categories, which then aids in forming a robust analytical framework. Subsequently, the data will be processed in-depth to identify common patterns, differences, or emerging trends. Through this approach, the research will achieve a deeper understanding of the dynamics and characteristics of the researched phenomenon.

The next step involves data interpretation. In this context, the research seeks to provide meaning and broader context to the generated findings. This includes interpreting relationships between various findings and connecting them to relevant theories. The results of this data analysis will be presented systematically in the research report, visualizing key findings through in-depth narratives and relevant illustrations.

Conclusions and implications drawn from the data analysis will assist in crafting a comprehensive and profound picture related to the impact of music and dance education on the development of early childhood.

RESULTS AND DISCUSSION Results

Preschool education emphasizes the teaching of fine motor skills, sound, and rhythm as they are crucial for fostering intelligence, enhancing various aspects of child development, and honing early talents. Listening to music makes the brain cells more active, while playing musical instruments can improve motor skills and sensory abilities, fostering coordination among different senses. Sound activities, especially singing, are introduced early in the Al-Kamal Kindergarten as they serve as effective teaching tools. Singing sessions involve teachers and students singing together, creating an enthusiastic atmosphere. However, due to limited resources and teachers' proficiency, instrument-based music education is not as common, and instruments are only introduced during specific events or competitions.

In Al-Kamal Kindergarten, rhythmic and melodic sound activities are usually taught once a month, increasing to twice a week when preparing for competitions.

Students with a talent for rhythm may be selected by their teachers to participate in these competitions. On a typical day, five songs are sung, aligned with the Lesson Plan

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(RPPH). Musical activities are integrated into both formal and informal learning times.

For instance, during breaks, songs related to nature or school themes are sung, contributing to the school's curriculum that integrates learning into daily activities.

To ensure comprehensive development, rhythmic activities involve movements that engage all parts of the body, stimulating various aspects of development, including auditory, visual, and sensory perception. Motor skills, especially gross motor skills, are significantly influenced by rhythmic activities. Proper guidance from teachers, who employ diverse and engaging methods, is crucial for enhancing these skills. Collaboration between parents and teachers is essential to reinforce learning at home, allowing children to easily grasp the movements and patterns practiced in school. Creating a conducive learning environment and using appropriate materials are imperative for effective communication and learning outcomes.

In summary, the influence of rhythmic activities on the gross motor skills of preschoolers is evident. Teachers are encouraged to employ varied and stimulating methods, while parents should collaborate with teachers to continue activities at home.

Teachers should create a conducive learning environment and utilize available resources to foster effective communication and learning in the kindergarten setting.

Fig 1. The child dances according to the movements taught by the teacher.

Fig 2. Angklung musical instrument

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Discussion

The presented research on the integration of music and dance education in Early Childhood Education, it is evident that the study addresses a significant research gap by emphasizing the multifaceted impact of these artistic expressions on children's cognitive, emotional, and motor skill development. The exploration of fundamental physical abilities in dance, including locomotion, speed, change, expression, articulation, balance, and coordination of body parts, highlights the need for a more in- depth investigation into the specific factors influencing the acquisition and progression of these skills among young children (Wulandari, 2017).

Moreover, the study sheds light on the aesthetic skills in dance, emphasizing the creation and execution of beauty, and underscores the importance of understanding how these skills correlate with the overall cognitive and emotional development of children (Yulianti, 2016). The research further points to a gap in understanding the relational ability of young children, emphasizing spontaneous, unique, and diverse expressive movements, urging the need for comprehensive studies to elucidate the contributions of these movements to the holistic growth and learning experiences of children (Fidzah Imani, 2017; Rahmawati & Pamungkas, 2023).

The findings from this research contribute significantly to the field of early childhood education, prompting further exploration and investigation into the intricate dynamics of music and dance education. The identification of these research gaps is vital for guiding future studies and interventions, ultimately enhancing the effectiveness of teaching methods tailored to the unique developmental needs of young children in the realm of music and dance education.

CONCLUSION

Cultivating music and dance skills in children holds paramount importance, as music serves as a conduit for expression, imagination, creativity, and emotional and cognitive development. The foundational objective of instilling musical skills in children is to bolster their proficiency in language, social interaction, emotional expression, and cognitive functions, ultimately aiding them in articulating their thoughts and feelings through the medium of music. Simultaneously, dance education involves auditory, visual, and sensory components, stimulating various aspects of a child's development. One particularly significant facet is the enhancement of fine motor skills.

By providing children with a platform for creative expression and skill development, music and dance education collectively contribute to a holistic approach to child development, addressing language, social, emotional, and cognitive dimensions and fostering a well-rounded foundation for lifelong learning and expression.

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