創思音樂教學模式應用於國小六年級生音樂創作歷程之探究

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題名:
創思音樂教學模式應用於國小六年級生音樂創作歷程之探究
著者: 吳巧凡; Wu, Chiao-fan
謝苑玫; Yuan-mei Hsieh; 音樂學系碩士班
主題: 動機; 創作歷程; 音樂創作; 創造力工作環境; motivation; process of musical creation; music creation; working environment
描述: 本研究根據梁寶華（2005）之「創思音樂教學模式」設計國小音樂創作教學，並從中探討六年級學生音樂創作歷程中，「引起動機」、「模仿與聯想」、「啟發」及「回饋」四個階段的特性、影響學生創作的變因，以及創作過程中師生遭遇的互動、困難點與轉變。本研究採質性單一個案研究設計，以研究者實際教學工作的場域與學生，進行立意與便利取樣，研究對象為雲林縣啦啦國小（化名）一個六年級的班級，學生計33名。研究者將全班分為六組，進行五個單元二十節課的音樂創作活動。音樂創作過程中，研究者以「音樂創作日誌」，協助學生將創作過程記錄下來，並以訪談、學習單、學生作文、研究者日誌以及錄影、錄音的方式，進行資料的收集，以利後續的資料分析。研究發現如下：一、六年級學生音樂創作歷程中在「引起動機」階段的特性有：學生會依創作課題的不同而反應有所差異，教師宜選擇學生有興趣的課題並提供大量的聲音刺激與實例。二、六年級學生音樂創作歷程中在「模仿與聯想」階段的特性有：學生能探索聲響、即興演奏，此階段學生較需要記譜及節奏掌握上的協助，教師宜適時建議並給予真實的聲音回饋。三、六年級學生音樂創作歷程中在「啟發」階段的特性有：學生能依據聽到的聲音或是本身能力做出最後決定並練習彩排，做決定的時間會依創作經驗的增加而花費更多時間考慮其他可能性。四、六年級學生音樂創作歷程中在「回饋」階段的特性有：學生能欣賞同儕作品演出、給予回饋並做出反思，教師宜給予學生建設性的意見與鼓勵。五、學生的內在、外在動機及創造力工作環境皆會影響六年級學生的音樂創作歷程。六、善用音樂創作課程對於課堂氣氛、師生互動、同儕互動均有正向提升的作用。七、具體明確的教學目標及真實的聲音回饋有助於降低音樂創作過程中的困難。八、善用音樂創作課程使學生在音樂表現與音樂學習態度上，有正向的轉變依據上述之結論，本研究亦對未來研究者及音樂教師提出若干建議。
According to Creative Music Thinking Model (Leung, 2005), this study designed courses for teaching elementary students about musical creation. During the process of musical creation of sixth graders, the study investigated the characteristics in the four stages of the process of musical creation – stimulating motivation, imitating and association, heuristics, feedback, and the variables affecting students’ creation. The study also discussed the interaction, difficulties and changes between teachers and students during the process of creation. Designed as qualitative research, this research is a single case study. The subject of the study is a sixth-grade class of thirty-three students in an elementary school in Yunlin County the researcher taught there. To carry out the activities about musical creation, the researcher divided the class into six groups, and taught five units about musical creation in twenty sessions. The researcher kept “musical creation diaries” to help students record the process of creation during the process of musical creation. Interview, worksheets, students’ writings, researcher’s diaries, film and record were used to collect data for the data analysis. The findings of this are as follows:1. As for the characteristic in the stage of stimulating motivation of the process of musical creation for sixth grader, students make different responses to different topics, so the teacher should choose the topic which students are interested in and provide large numbers of samples about sound stimulation. 2. As for the characteristic in the stage of imitating and association, students are able to explore sound and perform impromptu. Students need the assistant about music scoring and maintaining steady beats in this stage, so the teacher should provide suggestion properly , and give authentic sound feedback.3. As for the characteristic in the stage of heuristic in the process of musical creation for sixth graders, students are able to make final decision and arrange rehearsal based on the sounds they heard or their ability. Once the students have more experiences about creation they spend more time making decision since they may consider more possibility. 4. As for the characteristic in the stage of feedback in the process of musical creation for the sixth graders, students are able to appreciate other classmates’ work and performance. They are also able to give feedback and have introspection. The teacher should give students positive comment and encouragement.5. Students’ intrinsic motivation, extrinsic motivation and the working environment all affect the process of musical creation for sixth graders.6. Making good use of musical creation course may have positive effect on atmosphere of the class, interaction between teachers and students, and interaction with peers.7. Concrete and precise teaching goal and authentic sound feedback may help cope with the difficulties during the process of musical creation.8. Making good use of musical creation course may make students have positive change about their musical performance and music learning attitude.Based on the conclusion, this study provides suggestion for future researchers and music teachers.
碩士
建立日期: 2011
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1587
資源來源: NUTN IR

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創思音樂教學模式應用於國小六年級生音樂創作歷程之探究

吳巧凡; Wu, Chiao-fan 謝苑玫; Yuan-mei Hsieh; 音樂學系碩士班 2011

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