The Composition of Dhamma Music for Instructional Media

Abstract

Buddhism, as the national religion of Thailand, has played a significant role in shaping the Thai way of life and moral values for centuries. The inclusion of Buddhist studies within the Social Studies, Religion, and Culture curriculum in Thai educational institutions aims to instill ethical values, moral principles, and life guidance based on the teachings of the Buddha. However, based on the researcher’s observations, current teaching practices still rely heavily on rote memorization, and the theoretical content remains relatively unengaging. This has led to boredom and disinterest among some students. Therefore, it is essential to develop and integrate diverse instructional media, particularly those that connect Dhamma content with activities that interest students, such as music and songs. Music, as a form of creative media, has the potential to reach learners on an emotional level and promote a deeper understanding of Buddhist teachings. Composing Dhamma-based songs for educational purposes is thus a promising and valuable approach that deserves further development.

This study employed a mixed-methods research design with the objectives of (1) analyzing Dhamma content on the topic of the Four Noble Truths for the purpose of composing instructional songs, (2) examining the conceptual framework underlying the composition of Dhamma songs as teaching media, and (3) comparing students’ academic achievement before and after instruction using Dhamma songs as learning tools. The researcher was motivated to explore the development of Dhamma song compositions as instructional media for use in Buddhist studies, with the intent of producing work that can be practically applied in educational settings. The overarching goal is to offer an innovative and effective approach to enhancing interest and learning outcomes in Buddhist education. The study involved composing four original songs, each corresponding to one of the Four Noble Truths: Thuk, Samutthai, Nirot, and Mak, each song included lyrics, melody, and musical harmonization. The arrangement emphasized balanced instrumental roles and interaction among instruments. The harmonization was designed for a contemporary music ensemble consisting of seven instruments: (1) flute, (2) Thai xylophone (ranad-ek), (3) violin, (4) trumpet, (5) piano, (6) bass, and (7) drums.

The research methodology employed a variety of data collection techniques, including document and literature review, analysis of relevant textbooks and previous studies, and field data collection through interviews with teachers at the Demonstration School of Phuket Rajabhat University. The sample consisted of 23 Grade 7 students, selected through purposive sampling from the social studies course. The research involved analyzing the meaning and detailed content of each aspect of the Four Noble Truths, summarizing key points, and composing lyrics and melodies based on these concepts. Musical harmonization was arranged in a contemporary band style. The resulting Dhamma songs were evaluated for accuracy by experts, followed by rehearsals and revisions to ensure quality. The finalized songs were recorded and published online. The instructional materials were then implemented in the classroom to compare students’ academic achievement before and after the lessons. Additionally, the composed songs were performed and disseminated to the public.

The findings revealed that composing songs based on the Four Noble Truths effectively promotes moral and ethical learning among secondary school students. The researcher developed four Dhamma songs Thuk, Samutthai, Nirot, and Mak. The lyrical content was developed through analysis of the core teachings of each truth, while the melodies were composed to align with the emotional tone and message of the lyrics. Particular attention was paid to the syllabic structure to match the rhythm of the melody, avoiding forced or excessive word placement. This approach ensured the songs flowed naturally, resulting in musical pieces that balanced lyrical content, melody, and harmony. Interviews with teachers and a pilot study involving 23 Grade 7 students (Matthayom 1) showed a statistically significant improvement in students' understanding of the Four Noble Truths (p < .05) when comparing pre-test and post-test scores, with post-test scores being higher. Students demonstrated greater comprehension of the Dhamma teachings compared to traditional textbook-based learning. Additionally, the songs were found to be engaging and effective learning tools that encouraged student participation and facilitated deeper understanding. Expert evaluations by specialists in both music and Buddhism confirmed that the songs were accurate and appropriate in terms of both doctrinal content and musical composition. The songs can thus be effectively adapted for use as educational media in moral and religious studies.