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The objectives of this research were 1) To create and optimize a skill set for Davies Conceptual Drum Practice Skills Learning Activity International Music Course 2 for students at the first-year certificate level, Kalasin College of Dramatic Arts to have efficiency according to 80/80 criteria. 2) to study the skills of practicing drum sets International Music Course 2 Use the Scoring Rubric form. 3) To study the students’ satisfaction with the developed training set. Target groups include 1st year Vocational Certificate students during academic year 2021 and consisted of 3 people. The tools used were: -1) Learning activities plan 2) Criteria for assessment of practical skills (Scoring Rubric) 3) Satisfaction assessment form the statistics used in the research were basic statistics, mean, percentage, efficiency index E1/E2 .The results showed that 1) Learning objectives, content, teaching activities media/learning resources measurement and evaluation record after teaching the efficiency of Davies conceptual drum kit learning activities Efficient 98.88/98.33, outperforming the 80/80 benchmark. 2) The score that all 3 students received from the practice of practical skills in every learning management plan using the scoring criteria (Scoring Rubric) averaged 98.61%, which is higher than the 80% criteria and passed the practical criteria.3)The student’s satisfaction towards learning activities had a mean of 4.53 and a standard deviation of 0.56. Students towards Davies conceptual drum kit learning activities is appropriate at the highest level

This research consists of three main objectives: (1) to develop English listening and speaking learning activities by using visual thinking process. (2) to compare students’ English listening skills before and after organizing learning activities using visual thinking process. (3) to study students’ English speaking skills after organizing learning activities using visual thinking processes. The research group was 245 students in Mathayom 2 of Chiang Mai University Demonstration School of the academic year 2020. The sample group used in the research was Mathayom 2 students at Chiang Mai University Demonstration School enrolling in the course English Listening and Speaking (E 22204) in the second semester of academic year 2020 consisting of 1 classroom with 26 students, obtained by Cluster Random Sampling which were the students with English listening ability at moderate to good level and English speaking ability at low to moderate level. The research instrument consisted of: (1) the tools used in the development of learning activities which were the surveys of learners’ needs and interests; 10 English audio clips; 10 teaching plans; and an assessment of learning activities by experts. (2) The tools used for data collection were the English listening comprehension tests and the speaking ability assessment form. The statistics used in the data analysis were percentage, mean and standard deviation.The results of the research showed that1) The learning activities in English listening and speaking by using visual thinking process consisted of learning activities about the use of graphic mapping in order to present the information obtained from listening, listening learning activities applying group activities, pair activities and individual activities; creative storytelling learning activities. The quality of 10 lesson plans was at a very good level. (x=4.55, SD.=0.62) 2) Students who were taught by using visual thinking learning activities had higher average scores in post-learning English listening skill comparing to pre-learning English listening ability; the average quality was at a very good level. (89.23 percent)3) Students, who were taught using visual thinking learning activities, had the average scores in post-learning English speaking skill higher than the criteria (≥70%); the average quality was at a good level. (x=14.30, 71.48 percent)

The objectives of this research were 1) to develop music skills learning management activities based on the Dalcroze’s concept for grade 4 students to achieve the 80/80 efficiency criterion, and 2) to compare the academic achievement in music as a subject for primary school between pretest and posttest periods using Dalcroze’s concept-based music skills learning management activities. 3) Study music practice skills using Dalcroze’s concept-based music skills learning management activities. The sample was grade 4 students from one classroom at Rajabhat Mahasarakham University Demonstration School. The sample size was 22 students, selected using simple random sampling by drawing lots. Research instruments were Dalcroze’s concept-based music skills learning management activity plans. Data were analyzed using statistics, including mean, percentage, E1 /E2 , and dependent t-test. The following results were obtained. 1. The efficiency index of Dalcroze’s concept-based music skills learning management activities for grade 4 students was 85.55/82.12, which was higher than a set criterion. 2. Academic achievement of the sample taught with Dalcroze’s concept-based music skills learning management activities increased by 33.96% with a statistical significance level of.01. 3. In terms of practical skills of students learned with Dalcroze’s concept-based music skills learning management activities, a mean score of physical movement with the melody at posttest period was 71.68 percent, followed by music note reading-writing with a mean of 62.18 percent, physical movements with the rhythm with a mean of 59.09 percent, and singing with a mean of 58.86 percent, with the total mean percentage of the full score was 69.25 percent.