Fixed “Do” in Numerical Notation Encourages Children Learning and Playing Music

Abstract

The objective of this research is to examine the effectiveness of Fixed Approach on Numerical Notation in navigating children to read notation and to play composition using pianika, a small wind keyboard instrument mandating in music class at most schools. The methodology uses library research, direct method and analytical descriptive method. Students aged 10 to 12 were asked to play a familiar melody written in movable numerical notation method in natural scale. The song was then composed into four voices harmony in which each child played different part. When the key was changed into F, they looked hesitated. To be able to read and play different scale with movable approach, students must understand the concept and the interchange position across the keyboard’s white and black keys in which most children failed. When the composition was turned into Fixed Approach, the song could be completely performed. With the support of multimedia, more children from different ages eagerly joined and willingly to learn music in different scales. This study is limited to: how Fixed Numerical Approach arises the children’s intention to read notation and to play music. It was found that the method enabling children to independently and easily learning and performing music, indicating that it can be effectively used in music classroom especially in post pandemic era where self- paced learning is indispensable.