MUSIC TEACHING MODEL IN THE NETHERLANDS

This article deals with the descprition of the model of teaching music in Nederlands. It is aimed at descrcibing the teaching practice of music in Nederlands. Yo obtain the objective, this study employed documentation, study literature, interview, and observation. The documentation method is used for collecting data related to the concept and implementation of thematic learning for music both in Indonesia and in the Netherlands. Study literature is used to obtain a clear idea about the design of music teaching model applied in the Netherlands. Interviews conducted to the educational experts in the Netherlands, including the policy makers, principals, teachers, students, and stakeholders from Utrecht University, Iclon Leiden University, Konjlik, Conservatorium of Denhaag, and Akoesticum Edewageningen to find out the concept and implementation of learning for music in the Netherlands. Observations are made on the implementation of learning for music in the Netherlands . Observation was conduct on 23 teaching and learning in Hoogeschool Voor De Kunsten Utrecht, The Royal Conservatorium Den Haag, Cals College Nieuw Wegein, Montessory School Herman Jordan Lyceum Zeist, Kees Boeken School Bilthoven, and Akoesticum Ede Wageningen. Interview showed that 50 years ago t here was a revolution in teaching learning in the Netherlands. The result is felt at the moment. The process of learning what is important is to develop the attitude and thinking skills of students into adulthood in a good way.. Beside that, base on observation showed that music teaching in learning used various method. Some time teachers used a familiar method like Kodaly, and some time they developed newly method that create by teacher. The result of the research in the first year is obtain information that: a) The teaching materials are develop based on a common ground; b) The the music lesson developed based on the students’ needs; c) the sequence of the materials is based on the emergence of the students’ understanding; d) the music theory and practice was taught integration, e) there was a reflection activity in which the students praised one another, gave suggestions and inputs to improve the students’ skills which had been achieved, f) the teaching approach used the student-center and cooperative learning