肢體律動於初級鋼琴學生節奏學習之探究

A Study of Using Bodily-Movement in the Rhythm Learning for the Primary Piano Students

王儷蓉(Li-Jung Wang)

指導教授 ： 吳舜文

國立臺灣師範大學/藝術學院/音樂學系在職進修碩士班/碩士(2011年)

摘要

本研究旨在探討肢體律動於初級鋼琴學生節奏學習之情形，研究者以兩位初級鋼琴學生為對象，透過六單元十二堂課之教學方案，以及自編之觀察紀錄量表與教學日誌，蒐集學生學習表現並進行分析，獲致具體研究結果如下：
教學方案係依據達克羅士節奏教學理念而規劃，以速度、脈動與基本拍、音符時值、節奏型、力度與節拍為六種節奏學習要項，透過肢體律動引導學生的感知及彈奏；曲目來源為鋼琴初級系列教材選曲及教師自編樂曲；教學方式採行個別與團體交錯進行以增加互動及兼顧個別差異；此外，藉由坊間鋼琴初級系列教材之音樂要素分析，確定各節奏要項的學習進程。
針對肢體律動於初級鋼琴學生之節奏學習，經由觀察者評定及教學日誌，各單元學習情形雖有波動但屬明顯進步，藉由教師的伴奏可輔助學習並建立學生自信；而在各節奏要項的學習情形雖有波動但大致良好，速度學習的專注力及準備動作值得教師留意；脈動與基本拍的學習明顯進步但仍須掌握學生個別情緒；音符時值的學習均稱良好，其間運用彈力帶之成效頗佳；節奏型的學習亦明顯進步，其間運用原位動作之語言節奏頗佳；力度的學習亦為良好，惟教師宜協助學生建立聆聽習慣與適當力度的使用；節拍的學習則起伏較大，單、複拍的學習因時間不夠充裕而表現有限。
研究者依據研究結論並提出對於音樂教學及未來研究之建議。

關鍵字

肢體律動 ； 鋼琴初級教學 ； 節奏學習 ； 達克羅士教學法

並列摘要

This purpose of this study was to discuss about using bodily-movement to the rhythm learning of primary piano students. Two students were invited to be subjects to accept twelve lessons into six sessions and the “Rating scale of the perception and performance of rhythm learning” and the “Piano teaching journals”, developed by the researcher, were used to collect data. Results were stated as the following.
This teaching project, based on the bodily-movement learning of the Dalcroze Eurhythmics, was planned into the perception and performance of six rhythmic elements including tempo, pulse and beat, note values, rhythmic pattern, dynamics, and meters. The repertoire was chose from both the primary piano serial teaching materials and the teacher self-arrangement. The teaching process was alternative between individual and group lessons in order to improve the interaction and individual differences. Besides, the progress was set based on the analysis of the primary piano serial teaching materials.
Through the rating of all sessions from the observers, there was obvious progress despite of the occasional variation and accompaniments were helpful to build up students’ confidence. The learning results of the rhythmic elements were also doing well. In “tempo” session, the concentration and preparation the students should be noticed. In “pulse and beat” session, the rhythmic ability was noticeably going up, however, the control of student’s mood still needed to be aware of. In “note value” session, the effect was generally good and the using of elastic band was effective. In “rhythmic pattern” session, the students still keep progressive and the application of verbal rhythmic pattern showed good effectiveness. In “dynamics” session, the learning result was keeping well but the students had to be reminded of listening intently and perform appropriately. In “meter” session, the performance of students showed not so outstanding due to the lacking of time in the “simple and compound meters” learning.
Suggestions, including the music teaching and the future studies, were also proposed by the researcher from the conclusions.

並列關鍵字

bodily-movements ； primary piano teaching ； learning of rhythm ； the Dalcroze Eurhythmics

參考文獻

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