Art Based Learning In Teaching Music And The Academic Performance Of Grade 9 Learners In The Schools Division Of Batangas City

Abstract

The study aimed to assess the utilization of art-based learning in teaching Music and its relation to the academic performance of Grade 9 learners in the Schools Division of Batangas City. It focused on learners’ competencies in improvising music from historical periods, performing classical repertoire, connecting Romantic music to visual arts and historical context, and performing themes or melodies from traditional songs, as assessed by teachers. It also examined the extent to which art-based learning strategies such as promoting creativity, student engagement, cultural relevance, and personal expression were implemented in classroom instruction. Furthermore, the study explored the relationship between learners’ academic performance and the utilization of art-based learning strategies, as well as the challenges teachers encountered in implementing such approaches.

A descriptive-correlational research design was employed, using questionnaires as the primary data collection tool. The respondents were Grade 9 Music teachers from selected schools in the Schools Division of Batangas City. Data were analyzed using appropriate statistical tools, including weighted mean and Pearson’s r, to ensure accurate interpretation of the results.

Findings revealed that learners’ academic performance in Music was generally above average across all competencies, indicating satisfactory mastery of skills. Among the areas assessed, performing themes or melodies from traditional songs obtained the highest mean, followed by connecting music to visual arts and historical context, improvisation, and classical performance. On the other hand, the utilization of art-based learning strategies was found to be moderate in terms of creativity, engagement, cultural relevance, and identity development, suggesting that while these strategies are present in instruction, they are not fully maximized.

The study also established a significant relationship between learners’ academic performance and the extent of utilization of art-based learning strategies, emphasizing the importance of integrating creative and experiential approaches in improving student outcomes in Music. However, teachers encountered several challenges, including variation in students’ artistic abilities and interests, lack of instructional materials, limited time for preparation and implementation, and difficulties in assessment, which affected the effective delivery of art-based instruction.

In response, art-based intervention learning materials were prepared to support teaching and enhance student learning. These materials include structured discussions, interactive and performance-based activities, reflective exercises, rubrics, and scoring guides designed to promote learner-centered and experiential learning. It is recommended that teachers strengthen the utilization of art-based strategies in Music instruction while schools provide adequate resources, time, and professional development opportunities.