- 期刊
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敘事培力及多元文化視角之合唱劇場教學設計及成效
The Design and Effects of Choral Theater Teaching in Narrative Cultivation and Multi-cultural Perspective
摘要
音樂是親近世界、體驗各國文化最容易的方法之一，更是實踐多元文化教育最適切的切入點。合唱是大學生音樂學習及人格成長極佳媒介，因此在合唱素材及表現形式注入因應時代新趨勢的多元文化與敘事結構，成為本教學研究的重要內涵。本研究採行動研究法，以研究者開發的敘事培力及多元文化視角之跨域合唱劇場實作課程及修課的科大生為研究對象，其研究目的為（1）開發並執行合唱劇場實作通識課程之課程內涵及教學策略，（2）提升科大生的國際視野及敘事能力，（3）探索科大生於合唱通識課程中之學習歷程及學習成效。在十八週課程中，引導學生由「聽．唱．擊．戲 世界音樂」開啟一扇文化交流的音樂視窗，並運用本學期所學的曲目，於學期末合力創作演出一齣合唱劇場。本研究學習成效評量工具為音樂能力測驗、敘事力與國際視野量表，並將成果量化資料與質性訪談作比對分析。結合教學現場觀察及相關文獻交叉檢測之研究成果顯示，本課程有效提升學生的音樂能力、國際視野及敘事能力，期能提供合唱教育者及通識學門教師之參考依據。
並列摘要
Music is one of the easiest ways to get close to the world and experience cultures all over the world. Various nations contribute their own features such as singing languages and musical instruments to enrich the colorful music worldwide. These songs reflect the energetic lives of people in their regions. Choral singing benefits to university of science and technology students in terms of enhancing music literacy, developing positive personality, and acquiring aesthetic experience. In addition, choral theater with narrative and multi-sensory stimulation could resonate with students. As a value and belief, multicultural education should be cared about the concept of justice and opportunities equality within. In music education, any music work is worth learning and understanding, no matter from which cultures. Not only explore the music itself but the connection between music and cultures, and the value of cultures behind the music. Throughout multicultural music education, students would be able to capture the contexts and the ideas among various music works. To foster the ability to discern and understand the authentic music from other cultures and to equip with global perspectives are desirable objectives for university students. Teaching narrative competence is not confined to teaching students giving short talks, designing copywriting, and composing proposals. Instead, by cultivating students with narrative competence usually comes with the ability of how to dig deeply into problems, and to gather information extensively for a good use of summaries, languages, and medium to express themselves. In this course, based on the narrative competence, students are able to observe, discuss, and rethink throughout exercises then further deliberate their thoughts upon the gist of problems by discussing crucial issues and composing a choral theater. What's more, students would figure out the musical narrative function and build the musical narrative competence which includes the capabilities of cultural demonstration, story creation, and music analysis, and music performance, further promote the expressing horizon. Therefore, injecting multicultural and narrative perspectives that represent the new trends into choral literature and presenting forms became an important connotation in this course and continuous study. The investigator developed the ＂Choral singing in narrative cultivation and multicultural perspective＂ liberal education course. This study was an action research aiming to innovate the teaching strategies and content of choral theater course. Simultaneously, promote global perspective and narrative competence to students in university of science and technology, and explore their learning process and learning effects in the course. 48 students from university of science and technology interweaving with native students and international students, taught by the investigator in choral ensemble general course were recruited and participated in this study. Prior choral experience was not required to take part in this liberal art course in our university. The course is divided into two main streams. One is accumulation of the inspirations and nutrients for the final innovative composition by studying the knowledge of global cultures including special geographical features, folk songs and dances, ethnic instruments, and singing the worldwide choral music to accumulate inspirations and nutrients of innovative creation. The other is the cultivation of narrative competence and performance skills that includes play writing, theater skills, singing, and dancing to cooperate and integrate with the final choral theater. The core part in this course was to direct student to critical appreciating and choral singing the choral works with diverse cultures. Repertoires include the following. (1)Marcos Leite: Três Cantos Nativos (Krao tribe traditional songs in Brazil), (2)Maurice Goldmen (arr.): Hava Nageelas (Jewish folksong), (3) George G. Hernandez (arr.): Paruparong Bukid (traditional Filipino folksong), (4) Aaron Copland: Ching a Ring Chaw (Old American song), (5) Russell Robinson (arr.): Danny Boy (Irish ballad), (6) Jay Althouse: African Alleluia (contemporary church music with African elements). Through the 18-week course, students would broaden their cultural vision by singing, playing, and acting. Moreover, they cooperated in composing and performing in a choral theater using the repertoires that were learned in this semester at the end. Music competence test, narrative competence and global perspective scale were used to evaluate students' learning effects. Music competence test, narrative competence and global perspective scale were used to evaluate students' learning effects. Music competence test consisting of comprehensive world music writing examination and singing exam was assessed at the beginning and end of the semester. Self-developed narrative competence scale with 5 facets, including briefing skills, culture presenting skills, story sculpturing, repertoire analyzing, performance skills, was completed at the end of the semester. Considering the multicultural teaching, and referring to the core competency of new curriculum guidelines, the self-developed global perspective scale with 3 facets, including international competency, global competitiveness and global responsibility, was ranked at the end of the semester. In order to further understand the learning process of students, students were invited to participate in the semi-structured interviews after the course. To know the learning progress and mindset better, students have been invited to participate in the semi-structure interview after the course had ended. The interview consists of the challenge of singing songs from multi-culture, symbols and deliberate techniques that are used in the choral theater, and the new realization to music and cultures worldwide. The results were analyzed with quantitative data and qualitative interviews. The results of this study showed that the course did promote university students' musical abilities, international perspectives, and narrative competence. There was a significant increase of understanding world music for students in the end of the semester (M = 57.31, SD = 9.96) compared to the beginning of the semester (M = 47.27, SD = 8.74), t = 8.85, p ＜ .01. The results from the pre-test (M = 81.31, SD = 8.42) and post-test (M = 72.23, SD = 7.33) of students' singing and choral skills indicated that students have promoted their performance skill through this course, t = 12.55, p ＜ .01. The momentous challenge in singing world music songs for students was dealing with the unfamiliarity of the language and cultures. It needed time to study and practice. However, students had the willing to overcome the challenge, memorize lyrics, and perform through choral theater form. The student's highest narrative competence were the briefing skills (M = 4.03) and singing skills (M = 4.03), followed by repertoire analyzing skills (M = 3.78), story creation skills (M = 3.56), and culture presenting skills (M = 3.41). For student, demonstrating and teaching folk songs of foreign cultures in unfamiliar languages was the most challenges. The student was able to utilize symbolic and narrative expression through choral singing, visual media, dancing, dramatic setting, and role playing in the final choral theater production. The scores of global perspective scale showed students' high competence. The highest one in the three component is international competency (M = 4.72), followed by global competitiveness (M = 4.31), and global responsibility (M = 4.20). The result indicated that the course content with multicultural themes could successfully deepen students' understanding of global issues, open-minded to contact other cultures worldwide, and also increase a better understanding and enjoy of the music culture around the world. The course implemented the value of multicultural music education in the choral theater through the analysis of regional specialties, songs meaning from repertoires, recreate, and keep rehearsing, planting languages and music from cultures. The student finally explored the narrative function of music and developed narrative competence in the course. The findings of this study were expected to offer both pedagogical and research implications for choral educators and liberal education teachers in the future.
參考文獻
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