MUSIC CURRICULUM DEVELOPMENT FOR ENSEMBLE PRACTICE 1 UDONTHANI BUSINESS ADMINISTRATION TECHNOLOGICAL COLLEGE

Abstract

          This research employs a mixed-methods approach, combining both quantitative and qualitative research methodologies. The objectives of this study are: 1) to investigate learners' needs regarding learning management in the “Ensemble I” course at Udonthani Business Administration Technological College; 2) to develop a curriculum for the "Ensemble I" course that is well-suited to the college's context; 3) to evaluate learners' satisfaction levels toward the learning management of the developed curriculum; and 4) to showcase the achievements and awards resulting from the implementation of this developed curriculum model. The research was conducted in four distinct phases: Phase 1 focused on studying learners' needs concerning the learning management of the “Ensemble I” course. The sample group consisted of 156 first-year Vocational Certificate (Voc. Cert.) students in the 2025 academic year. The research instruments included questionnaires and observation forms. Data were analyzed and processed using statistical software packages to compute descriptive statistics. Phase2 involved reviewing related research, the National Vocational Education Qualifications Framework, and competency-based education concepts. Phase 3 evaluated learners' satisfaction levels toward the learning management under the developed curriculum. The participants included 254 second-year Vocational Certificate students across all fields of Business Administration. The evaluation tool assessed satisfaction levels, and basic statistics namely mean and standard deviation were used to analyze the quality level of learners' needs regarding the course. Phase 4 involved 45 students who applied for competitions, with 26 students passing the initial screening to compete in the first stage. The evaluation criteria for singing proficiency focused on key areas: vocal quality, rhythm and melody, diction, vocal technique, interpretation and emotional expression, as well as personality and stage presence. The findings revealed that the developed curriculum effectively responds to the institutional context and addresses individual learner differences appropriately. The integration of musical knowledge fostered mental development, creative learning, and social competencies. Students successfully collaborated across different disciplines, leading to knowledge sharing, enhanced communication skills, teamwork, and adaptability.
          Furthermore, the learners' overall satisfaction was at a high to highest level, particularly in terms of learning enjoyment, active participation, hands-on practice, group work, and peer relationships. Musical learning activities helped bridge skill gaps and created a supportive learning atmosphere that boosted confidence and engagement. Learners demonstrated clear development in musical skills, including listening, singing, and rhythmic execution. They successfully applied their knowledge and skills in provincial vocational skill competitions, winning multiple gold medal awards. This reflects that the developed "Ensemble I" curriculum efficiently enhances learners' potential.