Early Childhood Preservice Teachers' Aesthetic Experience and Its Application to Aesthetic Teaching of Music

With the promotion of aesthetic education in Taiwan, the enhancement of preservice teachers' aesthetic literacy is gradually and greatly valued in teacher education. This study aimed to explore early childhood preservice teachers' aesthetic experience in music and their applications of such experience to aesthetic teaching with early childhood music. An action research approach was employed for the 36 preservice teachers in an Early Childhood Education program. On the basis of Dewey's aesthetic experience and aesthetic experience of music, the researcher designed an early childhood music curriculum for them, with an expectation to evoke their aesthetic experience in music and to develop their aesthetic teaching abilities in music, thus to enhance their aesthetic literacy. The findings revealed that these teachers constructed their aesthetic experience musically and unmusically through music listening, music and drawing, body movement, and music creation. They further constructed their aesthetic experience of endeavoring to accomplish their music creation by doing and undergoing. Moreover, they also applied the spirit of doing and undergoing of aesthetic experience, along with their aesthetic experience of music to aesthetic teaching music. They, too, constructed their aesthetic experience of endeavoring to overcome the difficulties to complete their teaching. Through this study, the researcher did enhance her aesthetic teaching profession at the same time. This study provides a reference for teachers and educators in early childhood music and aesthetic education institutions on early childhood education and care, as well as for researchers for any of their forthcoming research.

關鍵字

Dewey's aesthetic experience ； aesthetic experience of music ； aesthetic teaching of early childhood music ； early childhood preservice teachers

並列摘要

隨著美感教育在台灣的推展，提升師資生美感素養亦受到師資培育的重視。本研究旨在探討幼教師資生音樂美感經驗與其在幼兒音樂美感教學之運用。本研究採行動研究法，研究對象為36位幼教師資生。研究者以杜威美感經驗與音樂美感經驗為理論基礎，為師資生設計幼兒音樂課程，期待喚起他們對音樂的美感經驗，培養幼兒音樂美感教學能力，藉此提升美感素養。研究發現：師資生透過音樂聆聽、音樂作畫、肢體動作、音樂創作來感受音樂本質與非音樂本質的音樂美感經驗，並透過做與受，體驗努力完成音樂創作的美感經驗。師資生將美感經驗之做與受的精神及音樂的美感經驗運用於幼兒音樂美感教學，並體驗努力克服困難以完成教學的美感經驗。研究者亦藉此行動研究，提升美感教學專業。本研究可作為幼兒教保師資培育機構推展幼兒音樂與美感教育及未來相關研究之參考依據。

並列關鍵字

杜威美感經驗；音樂美感經驗；幼兒音樂美感教學；幼教師資生

參考文獻

Chou, S. (2011). The quality of aesthetic experience in learning: An inquiry into art and science classes. Curriculum & Instruction Quarterly, 14(1), 19-40. https://10.6384/CIQ.201101.0020

Hong, Y. (2005). Transformative teaching through aesthetic experience. Curriculum & Instruction Quarterly, 8(2), 25-40. https://10.6384/CIQ.200504.0025

Wang, L. (2011). Building perception of music-in-motion to develop aesthetic experience in music teaching. Curriculum & Instruction Quarterly, 14(1), 41-62. https://10.6384/CIQ.201101.0042

Chen, Y. (2017a). Collaborative action research on the implementation of a preschool aesthetic thematic curriculum. Asia Pacific Journal of Research in Early Childhood Education, 11(2), 1-23. https://10.17206/apjrece.2017.11.2.1

Chen, Y.-T. (2020). An investigation of young children’s science and aesthetic learning through a science aesthetic thematic curriculum: A mixed-methods study. Australasian Journal of Early Childhood, 45(2), 127-141. https://doi.org/10.1177/1836939120918503

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