My Role in Developing Gambus Syllabus and Curriculum Design in Malaysia

by Dr. Raja Zulkarnain


In 2003, I was given a transformative opportunity to serve as a music tutor at the Akademi Seni Kebangsaan (now known as ASWARA), in its Music Department (now the Faculty of Music). This opportunity marked the beginning of my journey in curriculum design and syllabus development, specifically for the gambus, a traditional instrument with deep cultural and historical roots in the Malay world.



    At that time, there was no formal syllabus for learning the gambus, not just at the Akademi Seni Kebangsaan, but in any higher learning institution in Malaysia. My task was unprecedented: to create a structured, systematic method of teaching the gambus as an instrumental study subject. After reviewing my draft syllabus, which proposed a unique approach combining Middle Eastern music theory with musical notation, the Head of the Department entrusted me with this pioneering role.


    Drawing on my experience studying the instrument under an Iraqi teacher in London between 2000 and 2002, I designed the syllabus to introduce students to Arabic music theory (maqamat), the fundamentals of playing techniques, and improvisation (taqsim). The maqamat system was an essential inclusion because it provided the theoretical foundation for understanding Middle Eastern music, which significantly influenced the gambus tradition. Additionally, I incorporated Malay-Arabesque songs to create a connection between local heritage and the Arabic framework.


    One of the most significant aspects of my syllabus was the introduction of taqsim, a method of musical improvisation. This was a groundbreaking addition, as it had never been formally taught in any Malaysian institution before. I developed a systematic approach to teaching taqsim, ensuring students could grasp the intricate nuances of this art form.


    The curriculum was carefully designed to balance academic and practical elements, ensuring it met the needs of both the department and the students. I also created a fair and comprehensive assessment system for gambus examinations, focusing on technical proficiency, musicality, and improvisation skills. This system ensured that the evaluation process was equitable and aligned with the syllabus objectives.


    The syllabus and curriculum I introduced at the Akademi Seni Kebangsaan became a turning point for gambus education in Malaysia. It was not only implemented successfully at the Akademi but also adopted by other universities offering music programs, where I also taught. This effort was history-making, as it marked the first structured, institutionalized approach to teaching the gambus in Malaysia.


    The success of this curriculum paved the way for further development of gambus education in the country. It highlighted the importance of incorporating traditional music into academic frameworks while preserving its cultural authenticity. My contributions to this field remain a source of pride, as they continue to benefit generations of music students and enrich the study of traditional Malay music in Malaysia. -drrz



Read related article here:

https://oudtaqsim.blogspot.com/2025/02/the-evolution-of-gambus-tuning-in.html


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