CC BY
23
Section 2. Study of art
https ://doi.org/10.29013/ESR-20-11.12-9-17
Ance Juliet Panggabean, M. Sn in Music, Musical Arts Study Program Faculty of Language and Arts, University of HKBP Nommensen, Indonesia E-mail: ance.panggabean@uhn.ac.id; mapawiro@gmail.com
MELODY TECHNIQUE DEVELOPMENT IN THE MUSIC CREATION SKILLS AS THE PREREQUISITE AT THE COMPOSITION LECTURE
Abstract. This research is aimed at developing melody technique in fulfilling skills in the music creation which becomes one of the topics in Composition Lecture in the Musical Arts Study Program, Faculty of Language and Arts, University of HKBP Nommensen. The basic method applied in this research refers to observation and description. Moreover, this research uses literary method in order the development of melody techniques can be achieved and students understand music composition and creation skills in the Lecture. The results show that developing melody techniques in music composition and creation skills is considered successful in which students can increase their creativity skills in the Lecture. The indicators for such a success can be seen and evaluated from the learning stages of observing, questioning, associating, and gathering information as well as communicating what students do in the Lecture. In addition, evaluation is carried out through assignments, class performances, and midterm and final semester exams.
Keywords: developing, technique, melody, skills, creation.
Introduction. Background learning, such as organizing learning experiences,
Learning is a "process" of students' interaction assessing learning processes and outcomes, are in-with educators' and with learning resources in a cluded in the scope of teacher responsibilities. learning environment [1]. Learning as a learning In the academic year 2019/2020 learning in the process is built by teachers to develop creative think- Composition Lecture with special interest / concen-ing that can improve students' thinking skills and can tration on theory and composition at the Musical increase their abilities to construct new knowledge Arts Study Program, Faculty of Language and Arts, which becomes their efforts to increase good mas- University of HKBP Nommensen, Medan is running tery of subject matter. quite well. It is proved by the increasing number of
Sabri states learning is a process of changing be- students who choose their interests or concentration havior by experience and training [2]. This means on theory and composition in the last few semesters. that the purpose of learning activities is a change in The compositions produced by students in the learn-behavior, which includes knowledge, skills and at- ing process are also quite good and their curiosity titudes and even all personal aspects. Teaching and is also quite good. The interest or concentration of
theory and composition has itself existed since the establishment of the faculty in 1987. In the lecture of Composition 1, students are required to be more creative in the process of creating composition.
Composition lecture is taught in fifth semester of each academic year, contains competences on the creation of musical composition, and is focused on students' ability to work on a musical composition. The lecture requires participants to master the basic material in music, which aims to stimulate students' creativity in musical composition. The lecture is given in stages, starting from discussion on the composition itself, for example on the theme, structure, form among others, then to how to make or work on a musical composition. Students' experience in making compositions must be accompanied by audio and visual appreciation.
Problems
In this research, the problem is: how is melody techniques in the music creation skills developed?
Aims
This research is aimed at developing melody techniques in the music creation skills.
Significance
This research is significant to students, lecturers, and study program. Students are hoped to improve their skills in the composition and to overcome learning difficulties so they are able to work independently or to be creative. Lecturers can contribute teaching materials which improve students' development of skills in the compositions during learning process. Study program can use students' development of skills to promote the program.
Related literature. Developing creation skills
The term "development" is a process, a way of developing deeds and the word "skill" is the process,
method, act of creating [3]. The existence of a national qualification framework is expected to be encourage the students' development of skills [4]. The word "creation" is a process, a way, an act of creating [3]. Definition of composition. Composition is a basic combining process with the basis for accommodating a concept that has not been accommodated in a word. Panggabean states that the process of creation etymologically refers to 'structure' expertise, talent, and obedience to predetermined rules [5]. Thus, musical composition must comply with certain musical rule or rules on the basis of vocals and instruments.
Skills development is closely related to process of skills. Dimyati and Mudjiono argue process of skills can be interpreted as insight or role models for the development of intellectual, social, and physical skills derived from basic abilities which in principle already exist in students [6]. Process of skills give students a proper understanding of the nature of science. Students are able to experience scientific stimulation and can better understand scientific facts and concepts. Thus, process of skills gives students the opportunity to work with science, not just telling or listening to stories about science. They learn both the process and the product of science.
The term skill is usually used to describe a person's varying levels of ability. Skill shows the degree of success in achieving goals that are effective and efficient which are determined by speed, accuracy, form and ability to adapt. Someone is said to be skilled when the activities carried out are characterized by high quality (fast or careful) with a relatively precise level [7]. There are several important composition processes [8] that become a basis for writing compositions and such processes should also be applied in group.
Music
Diagram 1. Prier's modified process of developing creation skills (1996)
Materials in composition lecture
Pannen states that teaching materials should be arranged systematically [9] and Widodo and Jasmadi argue teaching materials contain learning materials, learning methods, limitations and evaluation which are designed systematically and attractively in order to achieve the expected goals, namely achieving competence and subcompetence with all its complexity [10]; see also [11].
Research methods. Basic method
The basic method in this research is descriptive qualitative which is intended to make a complete, factual and thorough description of the facts, characteristics and relationships between the phenomena being investigated [12].
Data collection method
Data collection involves literature and observation methods. The first is directed to obtain written data about the students' development of melody techniques in music creation skills in composition lecture. The second compares what informants say and do. Data was also collected by recording activities in the students' development of composition creation skills by using an audio-visual recording device.
Analysis method
Data analysis uses the following procedures: data selection, data classification, data description, data interpretation, and conclusion.
Results and discussion
Achievement ofmelody technique development
According to Panggabean, every human being has self-potential, such as healthy personality, the observer of life, read and write, musical ability, experience musical expression. imagination and, and sensory sensitivity [13]. The whole self-potential is raised to get sensitive ideas and imagination and a sharp sense of doing creative work. In terms of creation, the composer's potential must be able to find interesting and challenging ideas to be used as a creative composition. This interesting and challenging idea as a material to create a composition or composition is produced by a creator who has a healthy personality. As a creator, he must also be able to be an observer of life.
According to Prier [8], in creating a composition, there are five important compositional processes, such as ideas, concept, shape, structure, and style (and for more details see [14; 15]). Composition course is taught in fifth semester and contains competences on the creation of music composition, that is, to assess students' ability to work on music and compositional arts, such as theme, structure, form, basic melody, basic rhythm, basic harmony, among others. Basic melody is given to students who should provide the development of melodic techniques with motifs which are expressed effectively through repetition (see Fig. 1).
Figure 1. Effective melody and motif expressed through repetition
Melody creation refers to the use of technique monotone, so by using the variation of techniques variations, such as paying attention on excessive can eliminate the monotony and this must be done repetition techniques can make the composition at least three times (see Fig. 2).
Figure 2. Melody creation by developing motif with technique variation
Figure 2 shows technique variation that can also be done through tempo playing techniques and also demonstrates three examples of melodies using three tempos, namely Con Brio tempo, Animato tempo, and Moderato tempo and each melody uses a repetition technique. The repetition of each melody can be seen in number 1 and 2 which are above the notation and the subsequent repetition of the melody has used variation techniques. For this stage, students are taught to be able to develop how to process motifs with repetition techniques without feeling monotonous.
Repetition and contrast are the foundation of music and in this case, they refer to make a melody with two themes; each theme should be different in which students should create a strong contrast and avoid monotony. An example of the effective contrast in the 2nd theme can be seen in (Fig. 3). The figure shows the Allegro Con Brio movement; example 1 refers to theme 1 and example 2 to theme 2. In the Tempo Di menuetto movement, effective contrast is also found in theme 1 and 2.
Figure 3. The second theme of each melody having effective contrast with theme 1
Melody and obbligato form are complementary motion. As a general rule, obbligato parts are written with a relatively static rhythm when the melody is active, and the rhythm is active when the melody is static, which is effectively complementing each other. In this part, melody is processed using obligato techniques, which are tonal in nature.
Tt№i»i »it vnUc mo<l4fito
For the next stage, it is necessary to understand the basics of harmony. A harmonious sound is produced from a good mix and combination ofrhythm and melody. In making a musical composition, one of the musical elements that must be considered is harmony. One ofseveral harmony processing techniques can be done by means ofa large melody jump; the accompaniment can play or sound the same chord tone (see Fig. 4).
: -
J>k. n« l ■ ra l m* h- i ■*
- ■ " - J r
f J r
raw
Lj r
f F
mwm r
J
? f -
j
-ï^J r
It«
J
n
- r r CS Lj *it r: c_ïr r K Y r -j
I
Figure 4. Big jump of melody using the same noots of accords
This teaching material explains how to make a melody that has large jumps / intervals can be done by sounding or playing the same chord notes in the accompaniment. In case of basic rhythm in music composition, rhythm is a musical element that is also very important. It can give its own character and characteristics in a musical composition, because
rhythm is a sound arrangement in one time, long, short and in tempo. It should be noted in terms of creating a rhythm that has characteristics, rhythmic character should exist that creates a strong impression by repeating a fixed rhythm pattern. The goal is that music lovers can easily hear, imitate, remember or enjoy (see Fig. 5).
Figure 5. Characteristics of effective rhythm, resulting in strong image
With reference to construction basics in music, beginning, continuation, complication, and resolu-in general, the composition of music consists of the tion can be seen in (Fig. 6).
Beginning step:
Continuation step:
Complication step:
Resolution step:
Figure 6. Basic construction steps of music
Efforts in the skill development are also carried out through two strategies, namely general skill outcome and special skill outcome. The first is addressed to the following points:
• implementation of science and technology that pays attention to and applies artistic values in accordance with their field of expertise;
• ability to demonstrate independent, quality, and measurable performance;
• ability to make decisions appropriately in the context of problem solving in their area of expertise, based on the results of information and data analysis;
• ability to be responsible for the achievement of group work and to supervise and evaluate the completion of work assigned to workers under their responsibility;
• ability to document, store, secure, and retrieve data to ensure validity and prevent plagiarism.
The second, that is special skill outcome, may have three points:
• critical thinking: analyzing and commenting in detail on the science of melody and the practice of creating new compositions using a framework defined in disciplines related to the course of the music arts program;
• synthesize: incorporate the various elements of the course of the arts of study (the science ofmelodies in every era, church music, critical research) into a unified, coherent understanding of the discipline and subject of study;
• external application: applying acquired skills (creativity, research, critical thinking, synthesis) to other disciplines as well as to contexts outside the university environment.
The results obtained through the development of melody techniques in the music creation skills are:
students are able to create something new both in the form of ideas and in real composition;
students' mental process results creative thinking;
students are able to produce music compositions;
students are able to elaborate (develop, enrich) ideas and to put more emphasis on aspects of the changing process (innovation and variety).
Photo 1. A group of viewers (source: personal document)
Photo 2. Ester Mendrofa shows her composition (source: personal document)
Photo 3. Exam participants and lecturer of composition 1 (source: personal document)
Conclusions and Suggestions
Conclusions
Developing melody techniques in music creation skills can be carried out in the followings:
a) Melody basics and motifs are effectively expressed through repetition; in this section, students are taught how to make melodies by processing motifs with repetition techniques,
b) Make a melody with reference to the use of variation techniques,
c) Repetition and contrast are the basis of music. In this case make up a melody,
d) Melody and obbligato form complementary motion,
e) Basic harmony is one of the most important musical elements in processing a melody,
f) Basic rhythm is also one of the musical elements that can be used in processing melodies,
g) The basics of construction in musical composition should be generally understood, consisting of
the beginning, continuation, complication and resolution.
Suggestions
Five general suggestions need to pay attention as shown in the following:
a) students may change their negative to positive thinking in every assignment given by each lecturer.
b) students may always ask questions.
c) assignment submission may be based on mutually agreed deadlines.
d) self management may be improved.
e) mastery and self-competition may become focus.
Specifically, lecturers might stimulate students' creative thinking and identify what can motivate students in the skill development. It is suggested that study program provides wifi facilities and makes sure students are in a comfortable environment so they can think broadly.
References:
1. Depdiknas. Undang-Undang No. 20. Tahun 2003 tentang Sistem Pendidikan Nasional.- Jakarta: Depdiknas. 2003.
2. Sabri Ahmad. Strategi Belajar Mengajar dan Micro Teaching. Padang: Quantum Teaching. 2007.
3. Kamus Besar Bahasa Indonesia. 2014. Departemen Pendidikan Nasional Indonesia. - Jakarta: Pusat Bahasa.
4. Direktur Jenderal Pembelajaran dan Kemahasiswaan Kementrian Riset, Teknologi, dan Pendidikan Tinggi Republik Indonesia. Kerangka Kualifikasi Nasional Indonesia. - Jakarta: Dirjen Belmawa Dikti. 2015.
5. Panggabean Ance. Proses Penciptaan dalam Pengalaman Diri. URL: https://www.etnomusikologiusu. com/uploads/1/8/0/0/1800340/ancepanggabeanproses.pdf/ Accessed in 18 October, 2019.
6. Dimyati dan Mudjiono. Belajar dan Pembelajaran. - Jakarta: Rineka Cipta dan Depdikbud. 2002.
7. Singer R. N. Motor Learning and Human Performance and Application to Motor Skill and Movement. New York: Me. Millan Publishing Company Inc.Dick Hartoko, 1984. Manusia dan Seni. - Yogyakarta: Penerbit Kanisius. 1980.
8. Prier Karl-Edmund. Ilmu Bentuk Musik. PML - Yogyakarta. 1996.
9. Panen P., dan Purwanto. Penulisan Bahan Ajar. - Jakarta: Ditjen Dikti Depdikbud. 2004.
10. Widodo & Jasmadi. Panduan Menyusun Bahan Ajar Berbasis Kompetensi. - Jakarta: PT Elex Media Komputindo. 2008.
11. Direktur Jenderal Pembelajaran dan Kemahasiswaan Kementrian Riset, Teknologi, dan Pendidikan Tinggi Republik - Indonesia. (2012) with reference to Undang-undang no. 12 tahun 2012.
12. Nawawi H. and Martini M. Penelitian Terapan. - Yogyakarta: Gajah Mada University Press. 1996.
13. Panggabean, Ance. Proses Penciptaan dalam Pengalaman Diri. Medan. Jurnal Etnomusikologi - Vol. 2. - No. 1, Mei 2006. hal. 1-9. Universitas Sumatera Utara. 2006.
14. Kamus Besar Bahasa Indonesia (KBBI). (URL: https://kbbi.web.id/ide). Accessed in 18 October, 2019.
15. Santhika K. D. Kreatifitas dan komposer. 2010. URL: http://www.isi-dps.ac.id/berita/kreativitas-dan-komposer/ Accessed in 19 January 2020.
