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GUIDELINES FOR APPLYING POSITIVE PSYCHOLOGY IN MUSIC STUDIO TEACHING FOR BEGINNERS |
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| รหัสดีโอไอ | |
| Creator | Sasipa Nuntasomboon |
| Title | GUIDELINES FOR APPLYING POSITIVE PSYCHOLOGY IN MUSIC STUDIO TEACHING FOR BEGINNERS |
| Contributor | Dneya Udtaisuk |
| Publisher | Centre for Education Innovation,Print and Online Media |
| Publication Year | 2562 |
| Journal Title | An Online Journal of Education (OJED) |
| Journal Vol. | 14 |
| Journal No. | 2 |
| Page no. | OJED1402026 (11 pages) |
| Keyword | POSITIVE PSYCHOLOGY, MUSIC STUDIO TEACHING, MUSIC TEACHER |
| URL Website | https://so01.tci-thaijo.org/index.php/OJED |
| Website title | An Online Journal of Education (OJED) |
| ISSN | 1905-4491 (Online) |
| Abstract | The purpose of this research wasto study guidelines for applying positive psychology in music studio teaching for beginners. This research applied content analysis in a qualitative research methodologycomprised of:1) a semi-structured interview--the key informants were positive music studio teachers, music education specialists and psychological specialists, and2) ateaching observation form--the research methodology included an analysis of academic resources, content analysis and the synthesis of the research conclusions.The research results indicated that guidelines for applying positive psychology in music studio teaching for beginners include threeaspects. The firstaspect involvesthe building ofalearner's experience to provide value and make meaning of the learning;learners should be encouraged to see benefits of learning, positive memories should be created from accomplished experiences,andthe progress the learners would like to achieveshould be considered. The second aspect involvesarranging learning and teaching activities by utilizing positive psychology: the strong characteristics of each and every studentare taken into accountand incorporatedinto each lesson, diverse activities that suitthelearner’s prior skills and competency are arranged to challenge the student invarioussituations, and good relationshipsare builtbetween teachers and learners. The thirdaspect involvespositive assessment: constructive criticismis used, emphasizing assessment of the learner’s activities, and providingopportunities to the learners to take part in designing activities and learning assessment according to individualneeds. |
