Nonthawat Saetung

Research article

Abstract

The Goldsmiths Musical Sophistication Index (Gold-MSI) by Müllensiefen is a widely used instrument for assessing musical behaviors, skills, and background. However, the original 38-item scale can cause respondent fatigue and pose a barrier when administered alongside other variables. Therefore, this study aimed to develop and validate a Thai short-form version of the Gold-MSI. The sample consisted of 203 individuals from the general population. The research instrument was the short-form Gold-MSI scale, translated and adapted into Thai. The scale comprises five factors: Active Engagement, Perceptual Abilities, Musical Training, Singing Abilities, and Emotions. To construct the short form, the items were reduced to 20 by selecting the top four items with the highest factor loadings for each factor. Subsequently, content redundancy was examined to ensure that the selected item set maintained a comprehensive distribution that adequately covered the operational definitions. Following the translation process, the Thai version was evaluated by three experts to assess language appropriateness and content validity. The data were analyzed using descriptive statistics, reliability analysis, and confirmatory factor analysis (CFA).

The results revealed that the short-form scale yielded Cronbach's alpha coefficients ranging from .560 to .811 and McDonald's omega coefficients ranging from .610 to .825. The confirmatory factor analysis (CFA) indicated that the measurement model did not meet the standard statistical criteria for goodness-of-fit (𝜒2 = 489, df = 160, p < .001, CFI = 0.782, TLI = 0.741, RMSEA = 0.101, and SRMR = 0.079). This lack of overall model fit was primarily attributed to the limited reliability of three sub-factors, namely Active Engagement (α = .673, ω = .692), Singing Abilities (α = .615, ω = .631), Emotions (α = .576, ω = .617) which fell below the standard criterion of ≥ .70. These findings suggest that although the Thai short-form Gold-MSI presents statistical limitations due to contextual and cultural behavioral differences, it can partially reflect the reality of the Thai population. This information will be valuable for further discussion and the continued development of instruments for music research within the Thai context.

Suppabhorn Suwanpakdee & Khetsin Chuchan

Academic article

Abstract

This article investigates the Music for Society courses at the Princess Galyani Vadhana Institute of Music (PGVIM) as an interdisciplinary learning space, where music promotes harmony within a socially diverse context. The courses integrate musical practice with local history, community narratives, and social contexts through collaborative activities involving youth, community members, and higher education institutions. Drawing on narrative inquiry grounded in reflective practice through thematic analysis. It examines three engagement modes: (1) community-based choral work, (2) experiential learning through immersive arts exhibition, and (3) interdisciplinary fieldwork that connects music with local history. The findings indicate that collective music-making promotes the development of ensemble listening, social awareness, and performance confidence, while creating meaningful spaces for encounter through listening, dialogue, and reflection, leading to understanding and empathy. The study suggests that higher music education can move beyond technical training toward becoming a space for social and ethical learning, positioning music as a shared learning platform that supports participatory engagement and meaningful coexistence in diverse societies.

Abigail Ann D. Abraham & Maria Alexandra Chua

Research article

Abstract

The Special Program in the Arts (SPA) is a comprehensive Basic Education  initiative designed to nurture students’ talents across various art forms, with Music  Specialization focusing on Instrumental and Vocal Music in the Philippines. Evaluating the  Music Curriculum is vital to ensure quality education and meaningful community impact.  This study assessed implementation levels in terms of faculty qualifications, curriculum  relevance, facility quality, resource accessibility, ICT integration, and administrative  support. 

Grounded in Praxial Music and Social Constructivist Theory, the research  highlights the program’s dual focus: technical performance and the broader cultural and  social significance of music. By treating music as both skill and cultural artifact, the  curriculum enhances students’ proficiency while fostering cultural awareness and reflective  engagement. 

Quantitative results from 166 student surveys showed strong implementation in faculty qualifications and curriculum content but identified weaknesses in facilities, resources, and administrative support. Qualitative findings from interviews with nine teachers and four administrators revealed strong teacher commitment despite challenges such as inadequate infrastructure, limited professional development, and complex content standards. Together, the findings highlight the need for strengthened institutional support, leading to the recommendation of a Music Extension Training Program to enhance teacher capacity and sustain program quality.