- 期刊
國小高年級學生音樂聆聽情緒與偏好之調查研究
A Study of Music Listening Emotion and Preference for Fifth and Sixth Graders
摘要
聆聽音樂是放鬆的方式之一，聆聽者在聆聽音樂後所產生的情緒可以分為正向情緒與負向情緒（Russel, 1980），此時對於樂曲的喜愛程度與愉快感常常具有高度的相關性（Ritossa & Rickard, 2004）。本研究旨在瞭解高年級學生聆聽音樂欣賞曲之聆聽情緒及偏好情形，研究方法採用問卷調查，研究者以自編的音樂聆聽偏好與情緒問卷，針對五、六年級學生進行施測，施測對象為臺北市、新北市、臺中市及高雄市各一所國小之五、六年級學生，共1,032人。研究資料經描述性統計、卡方檢定、t檢定、單因子變異數分析後，本研究結果發現：（1）聆聽音樂欣賞曲時，學生最常感受「激動」、「有活力」及「悲傷」情緒。（2）曲速偏快與大調的樂曲容易讓學生感受到「激動」或「有活力」的情緒；學生對於管弦樂編制的樂曲較獨奏曲更有「激動」或「有活力」的感受。（3）學生對於樂曲聆聽情緒是「快樂」的曲目，其偏好程度相對較高。（4）男生較喜愛聆聽情緒為「激動」、「有活力」的樂曲；而女生則對感受到「夢幻」的樂曲偏好程度較高。（5）「和善性」的學生對樂曲整體偏好最高，「外傾性」學生則偏好程度最低。依據研究結果，本研究提出以下建議：（1）建議教師教學宜補充更豐富多元的曲目，增進學生聆聽經驗，引導其體驗更多元的聆聽情緒，同時應引導學生瞭解音樂，增加音樂的熟悉度，進而促進其對音樂的喜好。（2）未來研究可加入歌唱曲、直笛吹奏曲以期更完整瞭解學生對教科書相關曲目的情緒及偏好，同時可將細情緒項納入調查選項，使用更詳細的情緒詞彙，以幫助學生能更精準的表達其音樂聆聽情緒。
並列摘要
Listening music is considered one of the effective ways to relax and ease the anxiety. Some positive or negative emotions may be aroused while one listens to different types of music (Russel, 1980). In the meantime, the level of the preference of the music may be correlated with the levels of the joyful emotion along with the music (Ritossa & Rickard, 2004). The purpose of this study was to investigate the listening emotions and music preferences of music appreciation repertoires for fifth and sixth graders. The survey was conducted on 1,032 participants at the elementary schools in Taipei City, New Taipei City, Taichung City, and Kaohsiung City. Questionnaires developed for students' self-rating on music listening preferences and emotions were applied in this study. The research data were analyzed by descriptive statistics, Chi-square test, t-test, and one-way ANOVA (analysis of variance). The findings of this study were as follows: (1) The music appreciation repertoires in the textbooks mostly evoke emotions of "exciting," "energetic," and "sad" for students. (2) Music with fast tempo and in a major tonality tends to make students feel "excited" or "energetic"; students feel more "excited" or "energetic" emotions about orchestral music than solo music. (3) Students prefer the music with "happy" emotion to the music with other emotions. (4) Boys prefer the music with "exciting" and "energetic" emotions, whereas girls prefer the music with "dreamy" emotion. (5) Students with the personality of "agreeableness" give the highest preference ratings on overall music, whereas students with the personality of "extraversion" give the lowest preference ratings on overall music. The research findings indicated that teachers may introduce more varieties of music to broaden students' music listening repertoires and enhance their listening experiences with more diverse musical emotions. At the same time, teachers should guide students to understand music more in order to increase their familiarity with music, thus helping promote their music preferences. For further research, it is suggested that the music repertoires may be expanded, for instance, to include songs and recorder music. Additionally, more categories and more detailed descriptions of emotions may help students express their music listening emotions more precisely.