



















































Journal of Green Learning


Journal of Green Learning, e-ISSN 2807-890X 

Vol. 1, No. 2, December 2021, pp. 28-33. 
DOI: 10.53889/jgl.v1i2.43 

-------------------------------------------------------- 

 

A guideline for development a short-term classical guitar 

curriculum in Thailand 
 

Natthawat  Khositditsayanan1, Chaloemchai  Sosutha2 & Kanit  Promnil3  
1, 3 Department of Music Education, Faculty of Education, Buriram Rajabhat University, Thailand 

2 Department of Curriculum and Instruction, Fuaculty of Education, Buriram Rajabhat Unversity, Thailand 
 

Article Info  ABSTRACT 

Article history: 

Received   September 21, 2021 

Revised     December  2, 2021 
Accepted   December 15, 2021 

 

 
 The objectives of this research were to (1) study criteria for practice of the 

classical guitar test to be used as a guideline for the entrance examination for 

higher education in Thailand and (2) find the ways to develop curriculum of  a 

short- term classical guitar for entrance examinations of higher education  by 

studying the information from documents, principles, theories, and criteria of 

the classical guitar test to be used as a guideline for admission to higher 

education in Thailand. The results of the research were as follows 1) criteria 

for practice of classical guitar test to be used as a guideline for the entrance 

examination for higher education. There were 2 parts of the contents for 

examination including technically, candidates must be able to practice the 

scale, length was not more than 4 sharps, 4 flats in major and minor scales with 

arpeggio and the piece contained and exercise song and 2 general pieces, 

difficulty from Intermediate to advanced and there were differences in style of 

music eras or musical styles from different composers and all the pieces that 

test takers must play from memory, and 2) curriculum of a short-term classical 

guitar for tertiary entrance examinations that had a content consists of 2 parts. 

The first one, the content and course details, were the curriculum competency, 

course descriptions, tools, materials, equipment, training materials and 

learning resources and background knowledge and qualifications of trainees 

and the second one, measurement and evaluation consisted of 3 parts : a post-

test to review the process and the duration of attending the training was not 

less than 80 percentage of the training time according to the curriculum. 

 

Keywords: 

classical guitar  

curriculum development  

short-term curriculum  

 

This is an open access article under the CC BY-SA license. 

 

Corresponding Author: 

Chaloemchai  Sosutha 
Departrment of Curriculum and Instruction 

Faculty of Education 

Burirm Rajabhat University  

Thailand 

Email: tom431051039@yahoo.co.th 

 

1. INTRODUCTION  

 The current word is evolving rapidly according to economic capitalism that affected both sides of society. 

Education is one that is influenced by socio-economic trends clearly ( Quality learning foundation, 2014) . In terms of 

music education, there is a cost of both equipment preparation and tuition fees were quite high  in music colleges or large 

universities. These problems affect in music teaching which is limited in the Bangkok area. Essentially, music teaching 

is an additional study outside of school classes as it is a specialized science. It is not taught at the level of schools but 

also general education institutions so musical students have high educational expenses, including the cost of preparing 

for further examinations and The cost of preparing or basic adjustment in order to both pass standardized examinations 

and have knowledge and readiness for higher education. 

 For music teaching, instructors must understand learner's learning process and are able to arrange music 

lessons to be more suitable for students. In psychology, learning theory can be divided into four groups are 

behaviorism, cognitivism, humanism  and social learning theory ( Merriam & Caffarella, 1999) . There are many 

ways to teach, teaching at present will focuses on teaching that can develop students with all knowledge, skills and 

https://creativecommons.org/licenses/by-sa/4.0/


29 

 

attitudes by using teaching and learning activities that focus on students, teaching techniques are used different 

tactics to enhance the process and teaching methods are used in teaching to help students learn. Each method has 

its own unique components and procedures leading to its specific purpose (Khammani, 2018). Music measurement 

and evaluation are an essential part of the process of music education, especially in learning management. There 

are generally two types of assessments : formative assessment and summative assessment. In music, these two 

aspects of evaluation always occur in teaching music, especially learning skills. (Suttachitt, 2012).  

 Curriculum development of a short-term music practice to prepare for higher education, it is one way to 

help students in the high school level who are interested in studying music in higher education to learn music in 

order to prepare to build a body of knowledge that is important for higher music learning which practical 

music,theorical music and audiovisual education. This requires someone who has the knowledge and expertise to 

convey the basic knowledge of music to be accurate ( Sayawongs & Pum-in, 2017) . The curriculum development 

of short-term music practice has also contributed to the distribution of music knowledge that is the same standard 

with leading music institutions and reduce disparities in music education for local youths in Buriram Province and 

cost to prepare exams for higher education. It also mncourage youths to have benefit activities outside school and 

can develop expertise until they become a career that can generate income in the future. Moreover; it can develop 

education for the locality to achieve sustainable development of youths, schools, and educational institutions as a 

basis for promoting other music activities to enhance the quality of life through art and music for Buriram City 

(Khositditsayanan, 2016). 

  

2. METHOD  

 2.1 Studying documents, principles, theories and criteria of practice of classical guitar tests to be used as a 

guideline for entrance examinations for higher education in Thailand.  

  2.1.1 Oparation 

    2.1 . 1 .1 To study concepts and theories about criteria to be used as criteria for practice of 

classical guitar tests as a guideline for entrance examinations for higher education with specifying the issue of 

study documents. 

    2. 1.1.2  To draft the issue of study documents.    

    2.1.1.3 To bring the draft of the issue of the study document presented to the experts to consider 

and check the accordance with the objectives and appropriateness for improvement. 

    2. 1.1.4  To plan the study and analyze documents. 

    2. 1.1.5  To record data and analyze data. 

  2. 1.2  Tools and quality of tools 

                To synthesize document by using the record of document synthesis form created by the 

researcher. It had been inspected by 5 experts, checking the quality to be appropriate. 

  2. 1.3  Data analysis 

      To use content analysis methods to obtain an inductive conclusion, the final goal was basic 

information about the actual conditions for criteria of practice of the classical guitar test to be used as a guideline 

for the entrance examinations to higher education. 

 2.2 Studying documents, principles, theories and guidelines for curriculum development of a short-term 

classical guitar for tertiary entrance examinations. 

  2. 2.1 Operation 

    2. 2 . 1 . 1 To study of concepts and theories on guidelines for curriculum development a short-

term classical guitar for entrance examinations of higher education with specifying the issue of study documents. 

    2. 2.1.2  To draft the issue of study documents.    

    2. 2 . 1 . 3 To bring the draft of the issue of the study document presented to the experts to consider 

and check the accordance with the objectives and appropriateness for improvement. 

    2. 2.1.4  To plan the study and analyze documents. 

    2. 2.1.5  To record data and analyze data. 

  2. 2.2  Tools and quality of tools 

    To synthesize document by using the record of document synthesis form created by the 

researcher. It had been inspected by 5 experts, checking the quality to be appropriate. 

  2.2.3 Data analysis 

     To use content analysis methods to obtain an inductive conclusion, the final goal was basic 

information about the actual conditions for guidelines for curriculum development a short-term classical guitar for 

entrance examinations of higher education. 

 

 

 

 

 



30 

 

3. RESULT  

 3.1 The criteria for practice of the classical guitar test to be used as a guideline for the entrance examination 

for higher education in Thailand 

 The criteria for practice of the classical guitar test to be used as a guideline for the entrance examination 

for higher education that had 2 parts of the exam contents : 

  3.1.1 Techniques, the candidates could practice the basic sound scale such as the scale, the difficulty 

was not more than 4 sharps, 4 flats, both the major scale, harmonic minor stairs and the melodic minor scale. In 

addition, an arpeggios must be played with a difficulty of no more than 4 sharps, 4 flats on the major and minor 

scales. 

   3.1.2 In terms of pieces, it consisted of exercise songs and general pieces or independent pieces. The 

exercises were selected from songs by various composers, for example 20 Studies by Fernando Sor, 12 Etudes by 

Hector Villa Lobos, 2 5  Studies Op.6 0  by Matteo Carcassi and 2 0  Etudies by Leo Brouwer. A general or 

independent piece consisted of 2  different pieces, ranging in difficulty from intermediate to advanced levels and 

there were differences in style, music eras or styles of music from composers such as Bach, Brouwer, Weiss, Sor, 

Giuliani, etc. and all pieces must be played from memory.  

 3.2 Curriculum of a short-term classical guitar for entrance examinations of higher education   

 From studying the criteria for practice of classical guitar test to be used as a guideline for the entrance 

examination for higher education, researcher had adopted a guideline for curriculum of a short-term classical guitar 

for the entrance examinations for higher education which the content consisted of  

  3.2.1 Contents and details of curriculum 

   3.2.1.1 Curriculum competency 

    1) To show general knowledge about classical guitar. 

    2)  To performs classical guitar techniques, including sound scale and arpeggio, both major 

and minor, length 4 sharps, 4 flats. 

    3)  To play classical guitar according to the given pieces, including exercises and general 

pieces. 

   3.2.1.2 Curriculum description 

         To study and practice on classical guitar, play classical guitar techniques such as scale and 

arpeggio and play classical guitar pieces in accordance with the specified pieces such as exercise pieces and general 

pieces. A Course duration had 36 hours 

 

Table 1  Contents for curriculum of a short-term classical guitar for the entrance examination for higher 

education 

Unit plan Training topics 
Time of studying 

(12 Times) 

Number of hours 

(36 Hours) 

1 General knowledge about classical guitar : Content 

includes 

    1.1 History of the classical guitar 

    1.2 Guitar parts and maintenance 

    1.3 Characteristics of playing classical guitar 

    1.4 Classical Guitar Pieces 

    1.5 Techniques for playing classical guitar 

1 

  

3 

2 Performing classical guitar techniques, including 

scale and apeggio both major and minor length for 

4 sharps and flats (Scale and arpeggio length for 2 

Octave) Content consists of 

Major scale: 

    2.1 C Major  

    2.2 G Major  

    2.3 D Major  

    2.4 A Major   

    2.5 E Major 

    2.6 F Major  

    2.7 Bb Major 

    2.8 Eb Major  

    2.9 Ab Major 

Minor scale : 

   2.10 A Minor  

    2.11 E Minor 

2 – 3  6 



31 

 

Unit plan Training topics 
Time of studying 

(12 Times) 

Number of hours 

(36 Hours) 

    2.12 B Minor 

    2.13 F# Minor 

    2.14 C# Minor  

    2.15 D Minor 

    2.16 G Minor 

    2.17 C Minor 

    2.18 F Minor 

Note: The minor scale should be played in 

harmonic minor and melodic Minor. 

3 Playing a piece, type of exercise, choose 2 pieces 

from the list of pieces given. 

    3.1 Etudes No. 1  by  D. Aguado    

    3.2 Etudes No. 2 by  D. Aguado    

    3.3 Etudes Op. 60 No. 2 by M. Carcassi   

    3.4 Etudes Op. 60 No. 3 by M. Carcassi   

    3.5 Etudes No. 12 by F. Tarrega 

    3.6 Etudes No. 18 by F. Tarrega 

    3.7 Etudes No. 1 by H. Villa-Lobos 

    3.8 Etudes No. 6 by H. Villa-Lobos 

    3.9 Simple Etude No.6 by Leo Brouwer     

    3.10 Simple Etude No.15 by Leo Brouwer 

4 – 6  9 

4 Playing a piece, general type of piece, choose 3 

pieces from the list of pieces given. 

    4.1 Minuet in A by F. Sor 

    4.2 Minuet from Sonatina 1 Op. 71 by M. 

Giuliani 

    4.3 El Testament d'Amelia by M. Llobet   

    4.4 El Noi De La Mare by M. Llobet   

    4.5 Julia Florida by A. Barrios   

    4.6 Villancico de Navidad by A. Barrios   

    4.7 Vals in D by F. Tarrega 

    4.8 Tango by F. Tarrega 

    4.9 Vals Venezolano No.1 and 2 by A. Lauro 

    4.10 Cavatina by S. Myers 

Note: Choosing pieces that are different in music 

era or music style. 

7 – 12  18 

Note : Studying 12 times (3 hours a time) and 4 weeks (3 times a week)  

 

   3.2.1.3 Tools, materials and equipments 

    (1) Classical guitar with stand and bag 

    (2) Foot stool  

    (3) Note stand 

    (4) Stool 

    (5) Five line board 

    (6) Projector with a screen 

    (7) Musical computer 

    (8)  Air-conditioned classroom, 3  walls and ceiling are lined with soundproofing material, 

one wall is a mirror and the door has a clear glass window to see inside the room 

       3.2.1.4 Training document and learning resources 

    1)  Khositditsayanan, N. (2016). Practice of classical guitar 1. Buriram: Buriram Rajabhat 

University Press. 

    2) Pancharoen, N. (2008). Musical theories. 8th ed. Bangkok: Ketkarat Press. 

   3.2.1.5 Basic knowledge and qualifications of trainees    

     The trainnes must have basic knowledge of classical guitar and be able to read and write 

international notes. 

 

 



32 

 

  3.2.2 Measurement and evaluation consists of 3 parts:   

   3.2.2.1 A music knowledge test is a post-test.  

   3.2.2.2 A practice assessment form is use for check practice process.  

   3.2.2.3 The duration of participation in the training is not less than 80% of the training time 

according to the curriculum. The assessment tool is a training attendance recording form. 

 

Table 2  Measurement and evaluation for curriculum of a short-term classical guitar 

Number Assessment guidelines Assessment tool Assessment criteria 

1 To test after training A music knowledge test 20 

2 To check practice process A practice assessment form 80 

3 The duration of participation in the 

training is not less than 80% of the 

training time according to the 

curriculum. 

A training attendance record 

form 

- 

Total score 100 

 

4. DISCUSSION  

4.1 The criteria for practice of the classical guitar test to be used as a guideline for the entrance examination 

for higher education consists of two parts: 

 4.1.1 Techniques, the candidates are able to practice the basic sound level that consiste of a scale and 

apeggio, both major and minor, length 4 sharps and flats. These accord with Sayawongs & Pum-in (2017) said 

that the concept of teaching both the major and minor scales is important for learning music. Because the scale is 

the order of every note in a given key. It sets a system for composing music and sets a method for practicing basic 

music that cannot be ignored. Therefore, learners need to have knowledge of the structure of all major scales and 

different types of minor, including natural minor, harmonic minor and melodic minor, be able to understand the 

scale marking which specified in each piece correctly. They are able to sequence different notes, all types of scales. 

However, learners has a good knowledge of music theory about scales but practice may be more difficult for 

beginning. Therefore, learners are encouraged to start with finger exercises that will help them to develop the 

relative readiness of the fingers, increase dexterity and strength of fingers and wrists on classical guitar.   

 4.1.2 Pieces, they consist of exercise songs and general piece or independent pieces, contains 2 different 

pieces, ranging in difficulty from intermediate to advanced levels and there are differences of all music eras or 

styles and pieces must be played from memory. These accord with Inthaniwet (2020) said that teaching classical 

guitar in higher education can use pieces in learning management which should be divided into 2 types is 1)  a 

group of pieces that are exercise pieces in the style of music of different eras and pieces that focus on technical 

skills to be appropriate to their learning level and 2)  a group of pieces that are used for performances, should be 

independently chosen pieces according to the interests of each learner but should be at the discretion on instructors 

and according to Khositditsayanan (2018) said that the pieces are used in the classical guitar curriculum of Thai 

music colleges are divided into two groups are 1)  exercise pieces, the objective of the piece is to practice 

learners’skills in playing classical guitar, both  the development for left-handed techniques and the development 

of right-handed techniques. Most of the pieces used are composed by composers such as Fernando Sor, Matteo 

Carcassi, Leo Brouwer, Hector Villa-Lobos, Mauro Giuliani and Giulio Regondi, etc. Instructors will choose what 

pieces should be learned for learners, it depends on the learners’ skill level and the objective of the piece that they 

want to use to improve which skills of learners are still lacking and 2) Repertoires, objective of these are to make 

students can understand the pieces of different eras, analyze and convey the mood of the pieces correctly. 

Therefore, contents in classical guitar teaching is imperative learners who learn a variety of pieces. Most of the 

songs used are composed by major composers such as Agustín Barrios Mangoré, Roland Dyens, Manuel de Falla, 

Antonio Lauro, Federico Moreno Torroba, Joaquín Rodrigo, Andrés Segovia, Fernando Sor, Francisco Tárrega 

and Heitor Villa-. Lobos, etc., learners must have knowledge and be able to perform various pieces in a variety of 

styles and in accordance with the style of each era.   

         4.2  This curriculum of a short-term classical guitar for the entrance examination for higher education has 2 

parts : 1)  contents and detail with curriculum competency, curriculm description, tools, materials, equipments, 

training ducuments and learning resources. and basic knowledge and qualifications of trainees and 2) measurement 

and evaluation consist of 3 parts : test after training, check practice process and the duration of participation in the 

training is not less than 80% of the training time according to the curriculum. This accord with Nuangchalerm 

(2011) said that curriculum components of all level have 3 basic components consist of aims, contents  and 

allocating time for various teaching activities. The details are as follows : 1)  The aims of the curriculum must be 

appropriate to the nature of the learners 2)  the content scope of the curriculum is determined by the aims of the 

curriculum and 3)  allocating time for various teaching and learning activities in order to carry out teaching 

activities in accordance with the aims of the curriculum. 



33 

 

5. CONCLUSION  

The criteria for practice of classical guitar test to be used as a guideline for the entrance examination for 

higher education. There were 2 parts of the contents for examination including technically, candidates must be 

able to practice the scale, length was not more than 4 sharps, 4 flats in major and minor scales with arpeggio and 

the piece contained and exercise song and 2 general pieces, difficulty from Intermediate to advanced and there 

were differences in style of music eras or musical styles from different composers and all the pieces that test takers 

must play from memory.  

Curriculum of a short-term classical guitar for tertiary entrance examinations that had a content consists of 

2 parts. The first one, the content and course details, were the curriculum competency, course descriptions, tools, 

materials, equipment, training materials and learning resources and background knowledge and qualifications of 

trainees and the second one, measurement and evaluation consisted of 3 parts : a post-test to review the process 

and the duration of attending the training was not less than 80 percentage of the training time according to the 

curriculum. 

 

6. ACKNOWLEDGEMENT 

  This research cloud be successful because cooperation from all researcher team who joined together in the 

research and fixed any mistiakes with carefulness. Special thanks for Faculty of Education, Buriram Rajabhat 

University that donated scholarships for this research and all the experts who gave advice to improve and develop 

research to be complete.  

In addition, the research team hoped this research will be of some benefit. Therefore, I would like to give 

a good portion to all researchers for various defected that may occur. The research team accepted liability and was 

willing to listen to advice from everyone who has come to study to be useful in further research development. 

 

REFERENCES 
Inthaniwet, O. ( 2020) . Evolution of the classical guitar and guidelines for teaching classical guitar practice the 

higher education. Journal of Fine Arts Research and Applied Arts. 7(1), 107-121.  

Khammani, T. (2018). Science of teaching: Body of knowledge for effective management of learning process. 18th 

ed. Bangkok: Darnsutha Press. (in Thai) 

Khositditsayanan, N. (2016). Classical guitar practice 1. Buriram: Buriram Rajabhat University Press. (in Thai) 

Khositditsayanan, N.. ( 2018) . Classical guitar pedagogy for college of music in Thailand. Doctoral thesis, 

Mahasarakham University. (in Thai) 

Merriam, S. & Caffarella, R. (1999). Learning in adulthood: A comprehensive guide. 2nd ed. San Francisco: Jossey 

Bass. 

Nuangchalerm, P. (2011). Educational curriculum. Mahasarakham: Apichart Prining. (in Thai) 

Pancharoen, N. (2008). Musical theories. 8th ed. Bangkok: Ketkarat Press. (in Thai) 

Quality learning foundation. ( 2014) . Prosperity of learning to the turning point of Thailand: Documents for 

academic conferences. Bangkok: Quality Learning Foundation. 

Sayawongs, S. & Pum-in, P. ( 2017) . Analysis of music content for selection of classical guitar practice songs at 

the higher education level. National Conference : Academic Arts 2 : Arts 4.0 : Arts for Creativity and 

Arts for Education (1-16). Bangkok: Srinakharinwirot University. (in Thai) 

Suttachitt, N. (2012). Music education principles and essence. 9th ed. Bangkok:  Chulalongkorn University Printing 

House. (in Thai) 

 


