生活經驗在兒童音樂概念上的理解應用

The Application of Life Experiences on the Comprehension to Music Conceptions for Children

吳世玲(Shih-Ling Wu)

指導教授 ： 方銘健

國立臺灣師範大學/藝術學院/音樂學系/碩士(1999年)

摘要

本研究旨在探討兒童音樂概念教學理論，分析生活經驗與音樂概念教學之相關性，並提供生活經驗在兒童音樂概念之應用教學策略。
本研究採用文獻分析法，得到研究結果如下：
一、 兒童的理解力隨著年齡而增進，在音樂概念方面的學習與認知發展有密切的關係，因此教師必須瞭解兒童所處的認知階段，選擇適合的教學方式來呈現音樂概念並引導其學習。
二、 四大教學法皆主張兒童早期學習音樂的重要性，以生活經驗中接觸的題材做為教材內容，並以綜合性的教學方式來激發兒童的想像力與創造力。
三、 九年一貫課程「藝術與人文」的理念強調生活是一切文化滋長的泉源，藝術教育的學習必須融入生活經驗，並綜合其他領域進行教學。
四、 音色、力度、節奏、曲調、和聲等音樂概念並非來自生活，卻能從生活經驗中的人事物找到輔助學習的題材，情感經驗更是學習音樂重要的一環。以生活經驗做為教材的教學必須打破單一單元的限制，而是將各種音樂概念綜合為大單元式的教學。
根據研究結果，本研究提出對兒童音樂概念教學及未來後續研究之建議。

關鍵字

生活經驗 ； 兒童音樂概念

並列摘要

The purposes of this study are to discuss the theories of music instruction for children, and analyzing the relation between life experiences and the learning of music conceptions.
The study method employ the literature review and analysis. The results of the study are as below:
1. The comprehension of children is increasing by age. The learning of music concepts is related closely to the perception development of children. Therefore, teachers should know the stages of perception development and choose appropriate modes to present music concepts.
2. Dalcroze method, Kodály method, Orff method, and Suzuki method all maintain the importance of learning music in early childhood, and take life experiences as teaching material. These approaches emphasize synthetic instructions which combine language, movement, dancing, singing and improvising to inspire the imagination and creation of children.
3. The guiding principles of “Arts and Humanities” of the series of curriculum for primary and middle school promulgated by Department of Education which include music, visual art and performing art. It lays stress on the importance of life experiences when learning arts.
4. The music concepts are not derived from life experiences, but there are many teaching materials which help children learning music concepts. The affective experiences are also essential for learning music. The point is that music concepts instruction should not be proceeded by single unit, but large and synthetic unit.
According to the results of this study, the researcher proposes suggestions to music concepts instruction for children and further study.

參考文獻

Andress, B. L. and L. M. Walker. Readings in Early Childhood Music Education. U. S. A.: Music Educators National Conference, 1992.

Boswell, J. The Young Children and Music. Virginia: Music Educators National Conference, 1985.

Bruner, J. The Process of Education. Massachusetts: Harvard University Press, 1977.

Campbell, P. S. and C. Scott-Kassner. Music in Childhood: from preschool through the elementary grades. New York: Shirmer Books, 1994.

______. Handbook of Research on Music Teaching and Learning. New York: Schirmer Books, 1992.