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bibo:abstract "This study is motivated by the increasingly limited exposure of\r\nchildren’s songs amid the dominance of adult-oriented music that is\r\nmore accessible through digital platforms. This condition leads early\r\nchildhood to be more frequently exposed to songs that are not always\r\nappropriate in terms of language, themes, and musical structure. The\r\nlimited availability and use of children’s songs in learning contexts\r\nindicate a gap between children’s needs and the actual content they\r\nconsume. Therefore, efforts are needed to revive relevant children’s\r\nsongs through the development of students’ creativity.\r\nThis study aims to describe students’ creativity in composing\r\nchildren-themed songs as an alternative effort to expand children’s song\r\nexposure. This research employed a descriptive qualitative approach\r\ninvolving nine students as research subjects. Data were collected\r\nthrough song analysis, documentation of the creative process using the\r\nBandLab platform, interviews, and observations. The data were\r\nanalyzed using Guilford’s theory of creativity, Munandar’s 4P concept,\r\nand Jamalus’ principles of children’s music.\r\nThe findings indicate that students were able to produce\r\nchildren-themed songs that align with early childhood characteristics,\r\nas reflected in simple melodies, limited pitch ranges, easily followed\r\nrhythmic patterns, and lyrics that use simple language relevant to\r\nchildren’s daily experiences. Furthermore, the creative process\r\ndemonstrates the ability to develop ideas, adapt themes, and utilize\r\ntechnology as a medium for musical exploration. These findings suggest\r\nthat student creativity has the potential to enrich the availability of\r\nchildren’s songs and contribute to expanding appropriate listening\r\nexposure for early childhood."^^xsd:string;
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