MABESA, ARLENE A. Unpublished Masteral Thesis, University of Nueva Caceres , Naga City , 2003.
Keywords: Pupils' Critical and Creative Thinking Skills development
The main purpose of this study was to determine the relationship of the music curricular program and the Grade VI pupils thinking skills development, Milaor District, S/Y 2002-2003. Specifically, the study sought to answer the following questions: 1) To what extent is the implementation of the music curricular program in these schools? 2) What is the level of pupils skills development along critical and creative thinking skills? 3) Is there a significant relationship between the music curricular program and the pupils' thinking skills development?
The descriptive correlation research method was used in this study. The respondents were 4 school heads, 4 music teachers and 201 Grade VI pupils from the 4 schools in Milaor District, Division of Camarines Sur, S/Y 2002-2003. Two sets of structured questionnaire were distributed to respondent school heads, music teachers and Grade VI pupils to gather data on the level of music curricular program implementaition. Paper and pencil as well as performance tests were used to assess further the pupils' critical and creative thinking skills development.
The major conclusions of this study were: 1) The concept of rhythm and tempo were both rated as very highly implemented along comprehension; however; both in terms of application was only highly implemented; 2) Only one school (School A) obtained an average level of development in this skill; the level of development for creative thinking skills for schools B and C was very good, except for one school (school D) where pupils were only good. 3) Program implementation together with close supervision of administrators will definitely enhance the development of pupils critical thinking skills; pupils creative thinking skills development can be improved if they are provided with enrichment appreciation exercised and exposure to music related activities and with a classroom environment conducive to learning.