Improving the Ability to Read Rhythms in Music Learning

Through the Application of the Takadimi-ORFF Method in

Elementary Schools

Harisnal Hadi, Alwen Bentri and Nurhizrah Gistituati

Universitas Negeri Padang, Indonesia

Keywords: Takadimi Orff Method, Rhythm Member Ability, Music Learning.

Abstract: This research is conducted to improve the ability to read musical rhythms by applying the Takadimi-Orff

method in elementary schools. The research used literature studies by reviewing several journals. The review

results of several journals were analyzed, compared, and described in this study. The results showed that

applying the Takadimi-Orff method can improve students' reading skills in elementary school. The application

of rhythm learning through the Takadimi-Orff method is carried out in 2 steps; namely, imitation is carried

out by imitating rhythms exemplified by teachers and other students. Step two, namely exploration, applied

through the notation pattern of takadimi rhythms with hard-soft dynamics and fast, slow tempos and adjusted

rhythms to regional music that is often heard. This research is conducted to improve the ability to read musical

rhythms by applying the Takadimi-Orff method in elementary schools. The research used literature studies

by reviewing several journals. The review results of several journals were analyzed, compared, and described

in this study. The results showed that applying the Takadimi-Orff method can improve students' reading skills

in elementary school. The application of rhythm learning through the takadimi-Orff method is carried out in

2 steps; namely, imitation is carried out by imitating rhythms exemplified by teachers and other students. Step

two, namely exploration, applied through the notation pattern of takadimi rhythms with hard-soft dynamics

and fast, slow tempos and adjusted rhythms to the often heard regional music. Keywords: Takadimi-orff

method, rhythm ability, music learning.

1 INTRODUCTION

Music is a language of emotions that have the nature

of universality (Jamalus 1988). In other words,

humans can express every emotion with other

humans. Human beings are born to have competence

towards sound stimulation. Through this hearing,

music is understood and perceived the meaning and

impression contained in it. Music is a unity that

cannot be separated from human life and always

follows human existence.

Music has a strong position in the intellectual

growth and development of children. Many studies

have shown that children who receive regular musical

training can demonstrate better motor, math, and

reading skills than classmates who don't get musical

skills. Oerstein mentioned that music involves two

brains: the right brain and the brain. The left brain

controls activities of an analytical nature, such as

mathematics, logic, and language. At the same time,

the right brain controls more perceptual activities,

such as imagination—daydreaming, painting, music,

and rhythm. Thus, stimulus in musical training can

provide benefits for students to improve intellect in

music and function in providing a balance of work of

the right and left brains (Budiningsih 2022).

One of the formal educational institution's

functions is stimulating the form of music in

elementary school. Elementary school is a primary

educational institution that develops behavior and

skills in the essential knowledge and skills needed by

children to survive in society and their readiness to

follow the subsequent educational development.

Thus, knowledge and efficiency, especially in music,

are needed in developing students' skills of the age of

interests, talents, and child development. Music

learning in elementary schools is categorized into

cultural arts and skills (SBK) learning (Harianti

2007). The Ministry of National Education stated that

cultural education and skills are given in schools

because they have unique characteristics, meanings,

230

Hadi, H., Bentri, A. and Gistituati, N.

Improving the Ability to Read Rhythms in Music Learning Through the Application of the Takadimi-ORFF Method in Elementary Schools.

DOI: 10.5220/0012199000003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 230-234

ISBN: 978-989-758-669-9; ISSN: 2975-9676

and benefits to the suitability of student development

needs, who can receive aesthetic experience in the

form of expression and appreciation activities

through learning cultural arts.

In the study of the art of music, a certain amount

of basic knowledge is learned about music. The

knowledge of music requires elementary school

students' musical skills, interests, talents, and

intellectuality. This knowledge is needed for students

to move on to the next level. Students need to gain

essential learning that students receive to develop

their abilities and skills to the next level. One of the

basic musical knowledge that students need is

knowledge of rhythm. Rhythm knowledge is an

essential thing in playing music. Playing music is the

same as playing rhythm. Rhythm gives students an

understanding (Rahman 2005) of the short length of

the sound and the differentiation of accents in the

music. Knowledge of the short length of sound is

essential before students are given knowledge of

melody and harmony.

One of the methods applied in improving cultural

arts learning in the time of music is the takadimi-Orff

method. This method is a method that collaborates

between the takadimi method and the method. The

takadimi method is needed to train students in

introducing rhythms that focus on beats in the form of

syllables, including ta-ka-di-mi. In contrast, the orff

method is music learning that focuses on the child's

behavior, such as singing, singing, music, making

improvisations, and creative movements. This stage

is connected to the stages of the orff method, which is

the method of imitation and exploring music by

giving students the freedom to be creative. By

collaborating, the merger of these two methods can

improve the knowledge of rhythm reading required

by students in elementary school (Wulandari, 2016).

2 METHOD

The use of the method in this study is a literature

study conducting a study on Improving the Ability to

Read Rhythms in Music Learning through the

Application of the Takadimi-ORFF Method in

Elementary Schools. Data collection using methods

related to Improving Rhythm Reading Ability in

Music Learning through applying the Takadimi-

ORFF Method in Elementary Schools. The data was

obtained from a review of several journals on

Improving the Ability to Read Rhythms in Music

Learning by applying the Takadimi-ORFF Method in

Elementary Schools. Based on reviewed journals, the

literature study in question is to analyze the

Improvement of Rhythm Reading Ability in Music

Learning by applying the Takadimi-ORFF Method in

Elementary Schools. This literature study is needed to

examine improving Rhythm Reading Ability in

Music Learning by applying the Takadimi-ORFF

Method in Elementary Schools (Sugiono 2016).

3 RESULTS AND DISCUSSION

Here are some explanations about the use of theory in

this paper. Music is a work of art in the form of sound

that is realized in songs and music (Jamalus 1988). It

can express thoughts and feelings through the music

element as a unit. Soeharto (1992) stated that music

could express ideas and ideas with sounds, with

essential elements in the form of melody, rhythm, and

harmony, through the help of element ideas,

properties, and sounds (Sanaky, 2013). The above

opinion concludes that music is the result of Bunti's

work in music that can make a person hear it, which

is expressed with thoughts and feelings that create

through elements of melody, rhythm, and harmony

used in music.

The musical elements consist of rhythm, melody,

harmony, lyrics, structure, and other elements

(Jamalus, 1988). The explanation of this element of

music focuses on rhythm. Rhythm is called rhythm.

Rhythm is a sequence of motion that is transformed

into music and dance (Jamalus, 1988). Rhythm in

music is formed based on the combination of several

sounds based on time, length-short, rhythm pattern,

and rhythmic swing, rhythm is seen, heard, and felt.

Music learning in elementary school is categorized

as the subject of cultural arts and skills (SBK). The

defense of cultural arts forms pleasant student

personalities by focusing on child development that

can target personal, interpersonal, visual, musical,

linguistic, mathematical logic, naturalist and spiritual

and moral, and emotional intelligence

(Balitbangdiknas, 2007).

Mamud (Balitbangdiknas, 2007) mentioned that

music plays a role in (1) stirring up thoughts and

feelings in aspects of intelligence, social, emotional,

and psychomotor; (2) fostering the spirit of the human

soul; (3) shaping character and morals (Harianti

2007). The purpose of teaching music in elementary

schools is to increase skills about the beauty that

students have through musical experiences, the

ability to express themselves through music, and the

ability to provide information about music through

intellectuality and artistic relevant to the nation's

culture to increase sensitivity to the surrounding

community. Music learning in elementary school

Improving the Ability to Read Rhythms in Music Learning Through the Application of the Takadimi-ORFF Method in Elementary Schools

231

differs from the usual acquisition of music education.

Music education is not a goal but a tool to achieve

goals (Campbell 2002)

The theory of music learning originated from

Piaget (1896-1980) on the cognitive development of

the human being. Piaget is a developmental

psychologist from Switzerland who is interested in

developing human cognitive capacity. Piaget

categorizes the stages of cognitive development into

four (Budiningsih 2022), namely

1. Sensorimotor stage (0-2 years), there is a

development of motor activity and simple

assumptions in children. The characteristics of

development are in the actions and stages, the

skills possessed, including (a) being able to

see oneself as a being different from other

objects; (b) finding stimulation from lights and

sounds; (c) being able to provide attention for

a long time; (d) be able to find the meaning of

den manipulative of it; (e) able to find and

change places objek

2. In the preoperative stage (2-7/8 years), there

are developmental features characterized by

symbols and language that begin with the

foundation of intuition. The stages divided

into two are preoperative and intuition.

(a) During Preoperative (2-4 years), and can

develop simple language, and there are

errors in understanding the object. It is a

unique feature such as (1) self-counter

protrusion; (2) the ability to distinguish

objects; (3) the ability to collect goods

based on their criteria correctly; (4) the

ability to sort objects in order.

(b) (b) Intuition (age 4-7 or 8 years), the child

can gain knowledge according to the

impression obtained. Able to make sense

of intricate without being expressed

through words. Therefore, children can

express their hearts symbolically,

especially by having experiences. This

stage is (1) able to create categories of

objects; (2) able to create attachments to a

complex; (3) able to make ideas and ideas;

(4) able to conceptualize well.

3. Concrete Operational Stage (age 7 or 8-11 or

12 years: the specific development

characteristics in this section appear in the

child's ability to have a good mindset, draw

conclusions, and develop hypotheses.

Children can think by (a) collaborating; (b)

incorporating the analysis; (c) having the

ability to think proportionately; (d) being able

to make basic generalizations about a type of

content.

In general, children at the age of elementary

school in Indonesia are aged 7 to 12 years. Piaget's

theory concludes that elementary school students

belong to the concrete operational classification.

Piaget's follower was Bruner, who developed the

theory of the development of cognitive function.

Bruner focuses on the impact of culture on individual

attitudes, known as free discovery learning. Bruner

mentioned that the learning process could be carried

out if the teacher provides opportunities for students

to find solutions from a foundation, theory, rule, or

example in life. Piaget suggests that cognitive

development impacts individual language

development (Budiningsih 2022). According to

Bruner, cognitive development goes through three

stages based on circumstances, namely, enactive,

iconic, and symbolic.

1. Interactive stage: a person performs activities

in seeking and understanding his

surroundings. In other words, to understand its

surroundings using motor knowledge, such as

bites, touches, handles, and others.

2. In the iconic stage, a person is understood as

an object or other through images and verbal

visualizations. In this case, the anal

understands the surroundings the child learns

through the formation of parables and

comparison.

3. The symbolic stage is when the child can have

ideas, and ideas impact the student's ability to

express them through language. Children learn

through the use of symbols, language, and

others. Interacting is implemented with the use

of symbols. The maturity of thinking is

evident in the use of its symbol system. That

way, it doesn't mean the system is enactive and

iconic. The use of media in learning activities

is part of what is needed in the infective and

iconic system in the learning process, eroding

Takadimi-Orff.

The takadimi-Orf method is the takadimi method

and the orff method. The takadimi method can

introduce students to a rhythm complete with

syllables and beats. The Orff method is music

learning that focuses on the child's attitude in singing,

singing, singing, music, and performing creative

movements. Collaboration of the takadimi method

consists of syllables, beats, elements of imitation, and

exploration (Putra, Ferdian, and Hidayat 2021). This

concrete method can internalize sounds through

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hearing and rhythm concretely through syllables with

vision. In addition, this method can help teachers in

providing rhythmic material to their students (Amelia

2021). The takadimi-orff material includes simple

rhythmic patterns by empowering syllables obtained

from takadimi. Then, Simple notation patterns are

relevant to elementary school students' proficiency.

The collaboration of these two methods can improve

elementary school students' rhythmic reading power

(Rahman, 2015).

The research results from several journals state

that the first stage of applying the takadimi-orff

method is imitation (Hakim, Supriatna, and Sutanto

2022). The imitation stage imitates the rhythm given

by the teacher, starting from the easy to the difficult.

In addition, this stage is applied by imitating the

student's rhythm (Wulandari 2016). The next stage is

an exploration applied through the notation pattern of

takadimi rhythms with loud and debit and fast and

slow tempos using used bottles. Notes are made by

making loud sounds denoted by forte and soft denoted

by piano—students who play with rhythmic notation

into folk songs often heard by students. The orff

method is applied to folk songs often heard by the

child through a percussion device to train the child's

rhythm (Campbell 2002). Learning musical rhythms

is carried out with the features of syllables and beats

obtained from the takadimi method (Suwece and

Kusuma 2021).

Other studies state that the takadimi method can

reveal a complete rhythm in the form of syllables.

Students perform rhythmic pronunciation as a

concrete form and pronunciation in hearing and sight.

In its application, students play musical instruments

when they see the rhythm of the music (Gustina

2019). This method is based on hearing beats derived

from sound through translation and oral description.

Applying the takadimi-orff method with Bruner's

theory states that the cognitive stage uses enactive,

iconic, and symbolic stages. Rhythm learning begins

with the movement of the hands and body by

visualizing the shape of the rhythm pattern (inactive),

then exemplified by images in the form of rhythm

notation exemplified, ending with the reading and

writing of notation in musical time notation.

Rahman (2005) states that applying the takadimi-

orff method provides enthusiasm and encouragement

for students to play music by using used bottles in the

imitation and exploration stage. Another opinion

Sanky mentioned is that LCD and power points have

a unit presentation technology that can relieve student

boredom by combining audiovisuals with colors,

animations, sounds, and other files (Sanaky 2013). At

this exploration stage, students are free to sing and

narrate. It can stimulate hearing and vision through

the rhythmic notation of takadimi and the song's

tempo. However, an obstacle in applying the takadmi-

orff method is the inefficiency of group formation. It

is due to the discomfort of psychological closeness

between students with each other. Ian's obstacle is in

the form of a rhyme pattern that is difficult for

students to understand, such as TAKADIMI TA.

DIMI TAKADA, then in the form of TAKA0M,

TA0DIMI, and TA00MI.

4 CONCLUSIONS

The results showed that applying the takadimi-orff

method can improve the ability to read elementary

school rhythms in music learning. Learning musical

rhythms through the takadimi orff method is applied

with two stages: imitation and exploration. This

imitation stage is given to students to create an

imitation of the rhythm the teacher gives to the

students. The exploration stage is carried out by

applying the takadimi-orff time notation pattern. Both

of these stages can be done well, but there are

obstacles found, are the formation of groups in the

classroom and difficulties in understanding specific

rhythm patterns such as TA 0 IN MI, TA KA 0 MI,

and TA 00 MI.

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