Liceo de Cagayan University

Rodolfo N. Pelaez Boulevard, Kauswagan

Cagayan de Oro City 9000

Community Program Proposal

TITLE: KNOWLEDGE ADVANCEMENT FOR NON-TEACHING ACADEME
(K.A.N.T.A.)

A. Implementer:
• School of Graduate Studies
• Conservatory of Music, Theater and Dance

B. Extension Program Management Team

a) Program Leader: Dr. Gloria M. Cunanan
b) Program Team Members:
(a) Ena Marie E. Tiro
(b) Adrian Roy D. Estrella

C. Target Group:
a) Barangay Officials
b) SK Council
c) BHW
d) Daycare teachers
e) Women Crisis Center

D. Cooperating Agencies:
a) Rotary Club of Cagayan de Oro
b) Kiwanis Club of Cagayan de Oro
c) DSWD Region X

E. Duration: 2 Years

F. Proposed Budget: P300,000

II. PROGRAM DETAILS

Introduction
K.A.N.T.A is an implementing branch of Liceo de Cagayan Community Extension activities that
finds place to facilitate in integrating Music to enhance different intelligences. The purpose of this
research is to review a significant body of literature that relates to music and arts education in the context
of community engagement.
Music is a phenomenon that permeates every culture of the world. Whether by oral tradition or
intricate notational system, music has played an integral part in the transmission of the human experience
throughout society. Many countries have devised extensive pedagogical methods to promote the
preservation of musical traditions within their educational system. According to Louis Gallait,1887,
states that Music therapy is one of the expressive therapies, consisting of a process in which a music
therapist uses music and all of its facets—physical, emotional, mental, social, aesthetic, and spiritual—to
help clients improve their physical and mental health.
In this case, this program showcases the role of music education within the community as it
pertains to the assessment of community needs. To do this, various approaches will be presented within
the context of the school- community relationship.
The first point to meet is to use Music as an aid to formally sing some Philippine Patriotic songs .
Namely National Anthem: Lupang Hinirang, Bayan Ko (This Tagalog song became very popular during
the struggle against the dictatorship of Ferdinand Marcos in the 1980s), and other patriotic songs like Ako
ay Pilipino and Ako’y isang Pinoy. The program will demonstrate how to sing these songs with proper
rhythm, dynamics, lyrics, and proper expression.
Secondly, Music as a teaching tool, to the extent of which education policy has impacted society
through community engagement with the use of exemplary collaborative models in existence today that
links schools, school districts, and non-school institutions in community-based musical learning
experiences. Furthermore, music helps us communicate, collaborate and develop creativity. Music is one
tool to engage each individual and provide a pathway for connections and deeper understanding.
Lastly, the effectiveness of Music as a therapy in organizations and other sectors within the
community. The program utilizes Music for treatment of and assistance in various diseases. ‘In music
therapy, a therapist uses music to address physical, emotional, and social needs of an individual. Listening
and creating music within a therapeutic context allows individuals to express themselves in nonverbal
ways. The interplay of melody, harmony, and rhythm stimulate the senses of a person and promote
calmness by slowing down the breath, heart rate, and other bodily functions. Musical engagement,
especially when combined with talk therapy, boosts levels of the hormone dopamine, which plays a role
in the reward-motivation behavior.’

Theoretical and Conceptual Framework

This study inspired the theory of so-called Mozart effect (Rauscher et al., 1993). In this
study, before completing a task that measured spatial abilities, some participants listened to a
Mozart sonata, while others did not listen to any music. Participants in the Mozart condition
outperformed the other group. The authors found a direct, positive influence of listening to
Mozart sonatas on spatial abilities. They explain these better test results though priming effects.
Even though in the experiment the exposition to music took place in advance of the task, the
results are transferrable to listening to music while learning. Priming effects should be even
stronger during the exposition to the stimulus and decay over time (e.g., Foss, 1982).
This priming explanation, however, was criticized by Husain et al. (2002). They
formulated the arousal-mood-hypothesis. It states, that listening to background music does not
have a direct influence on cognitive abilities, but affects it through the mediators of arousal and
mood. The prerequisite for this assumed mediation is that background music has an impact on
arousal and mood, which in turn impact learning outcomes. Moreover, the authors go one step
further and postulate that this mediation effect should not only influence spatial abilities, but also
cognitive performance.
When considering mood, the arousal-mood-hypothesis defines mood as referring to
emotions (Sloboda and Juslin, 2001). Several studies have found background music to influence
mood (e.g., Juslin and O’Neill, 2001; Sloboda and Juslin, 2001; Schmidt and Trainor, 2010).
Background music leads to different emotions dependent on whether they are composed in a
major or minor mode (Husain et al., 2002). Moreover, several theoretical approaches and studies
state that mood influences learning (Ilsen, 1984; Pekrun, 2006; Goetz and Hall, 2013; Heuer and
Reisberg, 2014; Pekrun et al., 2017). In general, positive mood is associated with better learning
outcomes (Isen, 2002) while negative mood or boredom hinders learning (O’Hanlon,
1981; Pekrun, 2006). Based on this, a mediation effect of mood also seems plausible.
To conclude, Husain et al. (2002) state that besides these two mediation effects (mood
and arousal mediating the influence of background music on learning) and in contrast to the
Mozart effect, music does not directly influence learning. The authors underpinned this statement
by referring to a study by Nantais and Schellenberg (1999). In this study participants listened to a
Mozart sonata and to a short story and completed a spatial task after each. Participants were also
asked if they liked the sonata or the story better. In general, participants performed better after
listening to the stimulus (sonata or story) they preferred. Thus, Husain et al. (2002) reasoned that
better cognitive performance when listening to background music is due to the exposure to a
pleasant stimulus.
In sum, both the Mozart effect and the arousal-mood-hypothesis state that listening to
background music can foster learning, while the arousal-mood-hypothesis also takes
characteristics of the melody into account. A piece of music needs to be in the right tempo and
mode to be able to evoke the appropriate arousal and mood in the learner. When investigating
arousal and mood evocation, it is not enough to simply measure arousal and mood after learning,
but measurements need to be taken before and after learning. Only in this way is it possible to
calculate the change in arousal and mood during the learning phase.
Music develops children's abilities in all three domains of Reproduced with permission of the
copyright owner. Further reproduction prohibited without permission. 114 learning: affective,
psychomotor, and cognitive. Though there is general agreement on the value of music for all children,
teacher preparation in music and communication between fields could be improved. Although some
classroom teachers are able to supplement the music specialist's work, many cannot because of inadequate
preparation and lack of confidence.
Some music professors indicated a need for more training for classroom teachers. Although many
teachers cannot read music well they possess some characteristics that are important in music teaching:
the ability to gain personal aesthetic satisfaction from music, enthusiasm for music, a wealth of teaching
skills, and detailed knowledge of their students and their educational programs which enables them to
integrate music into the curriculum.
To improve communication between nonmusic teachers and music specialist’s joint music
methods classes for music and nonmusic students were recommended. Other suggestions were courses
that directly involve nonmusic majors in the arts, music methods course that are more realistic and
relevant to children's interests, and the retention of music in the curriculum.

Objectives
Hence, this study is conducted to find out how essential the areas of human development
and skills: intellectual, social and emotional, motor, language and overall literacy. Thus, it promotes the
highest levels of human aspiration, develop an analytical, creative, and intuitive understanding of music
as a cultural language, aesthetic experiences through active participation in various community program
activities, enhance understanding and appreciation of music, and foster interaction between music and
education and to promote diversity among the members of the community. The study will also determine
the following goals: to promote the community to sing the Philippine Patriotic songs with vigor and pride,
to investigate whether the understanding of music concept was taught evidently, to create interviews,
lessons, including engaging activities that would raise motivation, to utilize different intelligences
through music, to improve communication, collaboration and develop creativity, and to gather evidence
for the effectiveness of music therapy.

Specifically, it determines the following:

1. To identify the demographic profile of the respondent in terms of:

1.1 Age
1.2 Status
1.3 Sex
1.4 Educational attainment
1.5 Religion
2. To assess the level of understanding of music by non-teaching academe.
3. To determine the significant relationship between the respondent profile and the level of
understanding of music by the non-teaching academe.
Hypothesis

Ho – There is no significant relationship between the respondent profile and the level of understanding of
music by the non-teaching academe.

Independent Variables Dependent Variables

Demographic Profile
Level of Understanding
- Age Of Music by Non-Teaching
- Status Academe
- Sex
- Educational Attainment
- Religion

Figure 1. Schematic Presentation of Variables

Significance of the Study

This study will be beneficial to the following:

Macanhan Barangay Council – this study may provide an insight for the initiation and
implementation of the development program, to provide assistance to the Non-Teaching faculty in
carrying out the implementation of their educational program.

Non-Teaching Faculty- this study may inspired them to integrate music in their teaching style or
teaching strategy to promote learning

Liceo Community Extension Office- this study will served as basis for assessment and intervention
management program.
Scope and Delimitation of the Study
This study focused only to the Macanhan Elementary School particularly to the Non-
Teaching personnel who teaches preschoolers students/pupils. And they reside at Barangay
Macanhan, Carmen, Cagayan de Oro City

Methodology
This section deals with research design, research setting, respondents and sampling
procedure, research instruments, research protocol, data gathering procedure, methods of data
analysis, validity and reliability of the instruments, and statistical techniques.

Research Setting
Barangay Macanhan is located at Carmen and is located in Chartered City of Cagayan de
Oro, Philippines. It is a village which part of Carmen, Cagayan de Oro City, with NSO
population 2015 of 70,492.

Research Design
The study employed the descriptive method of research to describe the data by presenting
the mean values and the verbal descriptions of the Non-teaching personnel with regards to their
level of understanding of music to preschooler’s pupils in Macanhan, Carmen Cagayan de Oro
City. The descriptive design is used to observe, describe and document aspects of the situation as
it naturally occurs, and as a point to observe for hypothesis generation.

Respondents and Sampling Procedure

The respondents will be all Non-teaching personnel who teaching preschoolers pupils in
Macanhan Elementary School. The study will be utilizing the purposive sampling with the
following criteria, namely: the pupils are in preschooler’s level, they are enrolled the school year
2018-1019.

Research Instruments
The researcher will be using a self-constructed questionnaire about the level of
understanding on music to non-teaching academe personnel.
The questionnaire is divided into several parts. Part I is the personal data, which includes
the profile of the respondents. Part II is the questions on the level of Understanding of Music by
Non-teaching personnel.

Data Gathering Procedure

A letter will be addressed to the the office of Research, Publication and Extension
submitting a permission for the researcher to conduct a research study in the Barangay Macanha,
Carmen Cagayan de Oro CIty. A letter on the same import will be given to the Barangay Kapitan
of Macanhan and to the school administrator to conduct the study.
The qualified respondents of the study will be identified through the master list of the respective
coordinators/ principals officially enrolled in the SY 2018-2019 in order to determine the total
population of the qualified respondents exposed in the preschool area of assignment.
Letters of information for the chosen respondents will be were given. And the revise
questionnaire will be provided to the respondents of the study, during their class exposure and will
be retrieved immediately on that day at the end of their class exposure.
Validity and Reliability of the Instruments
In this study, validity of the research instruments started at the design stage. The draft
questionnaires will be commented by the different experts for suggestions and correction. Validity
in data collection means that your findings truly represent the phenomenon you are claiming to
measure. Validity is one of the main concerns with research according to Seliger & Shohamy
(1989). "Any research can be affected by different kinds of factors which, while extraneous to the
concerns of the research, can invalidate the findings”
Pilot test will be conducted among fifteen (15) teachers who are not part of the study. The
data gathered form the pilot test will be treated with the reliability test. The Cronbach’s alpha test
will use to test the reliability.

Methods of Data Analysis

The researcher will be using a self-constructed questionnaire about the level of
understanding of music by the non-teaching personnel.
The questionnaire is divided into several parts. Part l is the demographic data, which
includes the profile of the respondents. Part ll is the questions on level of understanding of music
by non-teaching personnel.
Minitab version 13 and Statistical Package for Social Sciences (SPSS) for windows will
be used for statistical analysis. Descriptive statistics, frequency, weighted mean, percentage, and
Pearson R Correlation for significant relationship of the variables will be utilized for statistical
analysis.
Weighted mean will be used to determine the central tendency of the level of understanding
of music by non-teaching personnel and to compute the standard deviation. Standard deviation
will be used to determine the measure the dispersion of the data presented by the mean which is
the square root of the variance. On the other hand, Pearson R-Correlation will also utilized to
determine the relationship of the variables.

A. Component Projects, Outcomes, and Budget

Component Project Title Outcomes Budget

K.A.N.T.A The community will be able to sing and P50,000

perform the Philippine Patriotic songs in a
proper manner

The total community will have access to P100,000

music instruction and enriched
experiences through performance, study,
and literacy.

The members of the community that P150,000

need music therapy will have a
significant improvement in pain,
anxiety, depression, shortness of
breath, mood, facial expression. In
addition, the community will have an
effective treatment which helps people
with psychotic and nonpsychotic
severe mental disorders to improve
comprehensive state, symptoms, and
functioning.

III. PROJECT DETAILS

A. Project: K.A.N.T.A
B. Project Team:
i. Team Leader: Dr. Gloria M. Cunanan
ii. Team/ Activity Member: Ena Marie E. Tiro
Adrian Roy D. Estrella
 C. Objective.
D. Activity Plan and Timeline.
Activities Outputs Timeline Personnel Budget

Orientation learning the basic 2 weeks Adrian Roy D. Estrella P5,000

fundamentals of Music

Teaching songs Start of lessons on singing 12 weeks Ena Marie E. Tiro P80,000
(e.g. National Anthem)

Teaching literacy Learning other things through 48 weeks Ena Marie E. Tiro P110,000
music

Music Therapy Improvement on emotional 48 weeks Adrian Roy D. Estrella P105,000

and aesthetic comfort

E. Line Item Budget.

Budget Item Particulars Sub-Total Estimated Cost

Personnel Services per session P1000 P12,000 x 2 years P54,000

and per personnel for 2 years

MOOE

Snacks per participants in P50 x 100 participants P3000 x 2 years P144,000

every session

Transportation P10 x 4 rides P40 x 2 years P2,000

Teaching materials P1000 P1000 x 2 years P100,000

IV. REFERENCES.

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10.1016/0010-0285(82)90020-2 [PubMed] [Cross Ref]

Gallait, L. (1887) Meaning of Music Therapy, https://en.wikipedia.org/wiki/Louis_GallaitLa

Gretta Snowden, 2003Music programs that engage our communities: Making a stronger connection
Patient Prefer Adherence. 2014; 8: 727–754 Published online 2014 May 16. doi: 10.2147/
PPA.S61340 Effectiveness of music therapy: a summary of systematic reviews based on
randomized controlled trials of music interventions

Goetz T., Hall N. C. (2013). “Emotion and achievement in the classroom,” in International
Guide to Student Achievement eds Hattie J., Anderman E. M., editors. (Abingdon:
Routledge; ) 192–195

Ilsen A. M. (1984). “Towards understanding the role of affect in cognition,” in Handbook of

Social Cognition eds Wyer R., Srull T., editors. (Hillsdale, NJ: Lawrence Erlbaum
Associates; ) 179–236.

Heuer F., Reisberg D. (2014). “Emotion, arousal and memory for detail,” in The Handbook of
Emotion and Memory: Research and Theory ed. Christianson S.-A., editor. (New
York, NY: Psychology Press;
Husain G., Thompson W. F., Schellenberg E. G. (2002). Effects of musical tempo and mode
on arousal, mood and spatial abilities. Music Percept. 20 151–171.
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Juslin P. N., O’Neill S. A. (2001). “Psychological perspectives on music and emotion,”

in Music and Emotion: Theory and Research eds Juslin P. N., Sloboda J. A., editors.
(New York, NY: Oxford University; ) 71–104.

Nantais K. M., Schellenberg E. G. (1999). The mozart effect: an artifact of

preference. Psychol. Sci.10 370–373. 10.1111/1467-9280.00170 [Cross Ref]

O’Hanlon J. F. (1981). Boredom: practical consequences and a theory. Acta Psychol. 49 53–
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Pekrun R. (2006). The control-value theory of achievement emotions: assumptions,

corollaries, and implications for educational research and practice. Educ. Psychol.
Rev. 18 315–341. 10.3109/0142159X.2012.643265 [Cross Ref]

Rauscher F. H., Shaw G. L., Ky K. N. (1993). Music and spatial task performance Nature
365611. 10.1038/365611a0 [PubMed] [Cross Ref]

Schmidt L. A., Trainor L. J. (2010). Frontal brain electrical activity (EEG) distinguishes
valence and intensity of musical emotions. Cogn. Emot. 15 487–500.
10.1080/02699930126048 [Cross Ref]

Sloboda J. A., Juslin P. N. (2001). “Psychological perspectives on music and emotion,”

in Music and Emotion: Theory and Research eds Juslin P. N., Sloboda J. A., editors.
(New York, NY: Oxford University; ) 71–104.

Therese Borchard, 2018,How Music Therapy Can Relieve Depression. Am J Hosp Palliat Care. 2018
Feb;35(2):250-257. doi: 10.1177/1049909117696723. Epub 2017 Mar 9.

Prepared by:

Dr. Gloria M. Cunanan

Ena Marie E. Tiro
Adrian Roy D. Estrella