From Classroom To Performance: The Role Of Practical Education In Shaping Musical Competence And Literacy

Abstract

Practical education plays a critical role in bridging the gap between theoretical learning and real-world application in music education. Despite its importance, challenges such as resource limitations, educator preparedness, and socio-economic disparities hinder its effective implementation. These barriers often affect the development of musical competence and literacy among students. This paper investigates the impact of practical education on enhancing musical competence and literacy, addressing these challenges and proposing actionable recommendations to improve its integration in diverse educational contexts. The proposed mixed-methods approach was employed that combines surveys, performance assessments, interviews, and focus groups with students and educators from secondary schools, colleges, and conservatories. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were thematically coded to identify key insights. This research included 360 students and 90 educators across urban, suburban, and rural institutions, ensuring a broad representation of perspectives. Findings revealed a strong correlation r=0.78 between weekly practical hours and musical competence scores, with conservatory students achieving the highest performance and literacy outcomes. Practical education significantly enhanced technical proficiency, interpretative growth, and creative expression. However, challenges such as insufficient funding, limited educator training, and access disparities in rural areas were identified as critical barriers. Practical education is essential for fostering comprehensive musical skills. Addressing barriers through improved funding, educator training, and curriculum design is crucial for equitable access. The results underscore the transformative potential of practical education in preparing students for academic and professional success in music.