多元藝術運用於幼兒音樂聆賞之個案研究

本研究旨在探討運用多元藝術引導幼兒音樂聆賞的歷程。課程內容結合各種藝術領域，並融入幼兒創造力教學於音樂聆賞中。本研究採取個案研討法，研究對象為新竹縣的某一私立幼稚園大班學生，共有12位幼兒。參與教學的團隊包含一位專業音樂教師、一位專業美術教師及一位園長共同組成。透過教學省思札記、學生作品、半結構晤談等不同人員與角度的資料蒐集，進行三角檢證以提昇研究信效度。最主要為觀察以音樂聆賞為主的教學活動，一共實施兩個半月的教學，共有20堂課。本研究結果發現透過多元藝術的音樂聆賞課程，幼兒對於音樂的聆聽較為積極，學習動機也較強。在討論的歷程中，能夠提升幼兒表達力及凝聚力。而在多元藝術的音樂聆賞課程中，老師的引導及技巧是成功關鍵。藝術教師之間的協同教學是可行的，但園長是關鍵人物。最後，本研究建議幼兒園可將多元藝術課程統整，讓幼兒藝術經驗更為豐富與有意義。

關鍵字

幼兒教育；多元藝術；個案研究；音樂聆賞；藝術教師

並列摘要

The main purpose of this study was to examine the progression of young children's music listening through arts. The curriculum integrates arts and adopts creative teaching into music listening. A case study was conducted to examine the progression of music listening class. This study was carried out in a class of one private kindergarten (12 children) in Hsin-Chu. The teaching group comprised of two art teachers and one kindergarten director. Data including reflection, students' works, and semi-structure interview was collected. Through the triangulate data collection, it enhances the reliability and validity. There were 20 instructions for an experimental duration of two and half months. The results showed that children listened to the music more active through the integrating arts class. Moreover, the teaching style of integrating arts enhanced young children's learning motivation. In addition, it also enhanced children's expression and group dynamics through discussion. Teachers' guidance and technique were the key points of success in the class. Finally, the cooperation relationship between music and fine art teachers was possible. However, the director was the key person. The present study suggests that kindergarten program can integrate different arts to enrich children's art experience.