視覺創意思考應用於國小音樂教學之研究

A study of the effects of the visually creative thinking on music teaching in elementary school

呂宜親(I-chin Lu)

指導教授 ： 楊艾琳

國立臺灣師範大學/藝術學院/音樂學系/碩士(2000年)

摘要

本研究主要在探究結合聽覺與視覺，以具體的實像來傳達音樂意念的教學方式，能否幫助兒童感受聲音的特性，學習與運用音樂概念。
本研究為個案研究法，採實驗教學設計，研究對象為台中市大智國小兩班共計74名三年級學生。教學的內容根據音樂要素、視覺要素的特性，參考民國82年教育部公佈之國小音樂與美勞課程標準，歸納出融合音樂要素與視覺要素的音樂教學內容，再依螺旋式課程的構想，發展教學主題，內容包括以圖形的長短比例、大小、高低位置、距離的分布與色彩，來描述節奏、強度、音高、速度與音色，以點和線的關係配合斷音與圓滑線的學習、以線型與圖形的肌理（texture）、反覆形式代表旋律型、音樂的織度、旋律或動機的反覆。
教學活動是依布魯納的「表徵系統論」來開展，包括有以肢體動作體驗時間與空間的關係、聽聲音對應圖形、將圖形轉化為聲音、製造聲響後以圖形呈現、以繪圖構思音樂創作，以及聲音與符號的聯結等學習活動。活動的方式則依視覺創意思考的理論，採感官的探索與體驗、創意思考、視覺創造三個部分進行教學。
經為期十四週，一週二節，一節30分鐘，共二十八節的實驗教學後，以行為觀察紀錄與學習心得自我評量，來瞭解學生的學習態度，及是否能運用視覺創意思考創作與表現音樂，其研究結果發現：
一、以圖形的長短比例引導節奏的學習，能加強兒童節奏擊拍的能力與改善長拍過短的情形，及輔助節奏圖形的聽辨。
二、以圖形的高低位置引導音高的學習，將有助於記憶音高與模仿旋律，及清楚的判斷動機反覆的次數。
三、兒童將色彩對應音樂時，會依音樂的標題或歌詞的內容，來與生活中色彩的經驗作聯想，而不是直接從音樂的感覺作判斷。雖然他們能感受色彩的寒、暖色系對應鐵質、木質節奏樂器音色的相關性。但未來若以色彩來對應其他樂器或音樂，將會有所困難和限制。
四、影響創作活動表現的因素：
1.構思的方式－兒童初期會以猜拳、表決、依照領導者意見的方式，來決定創作的內容；第4節開始，部分兒童會運用屬性列舉的方式來構思；第14節後，兒童逐漸學會考量自己的能力、從圖形預測創作的結果、判斷好聽與否後，修改創作的內容。
2.教師的引導方式－兒童常會模仿老師引導創作的方式。
3.演奏（唱）、繪畫、肢體表現、戲劇表演的能力－兒童常因演奏（唱）、繪畫、肢體表現、戲劇表演能力不足，無法使創作的構思完整呈現。
4.創作時間、分工情形－兒童會因創作時間不足，無法將構思完整地表現，但如果能熟悉分工的程序，就能使創作表現進步。
5.同儕互動－分組創作的方式能提供兒童相互觀摩、切磋、溝通與表達的學習情境，使用腦力激盪、自由聯想、屬性列舉與強力組合等創意思考的方法，能激發如結合多種音色、自主加入強度、演唱形式與肢體表現、配合歌詞情境安排旋律等創意的表現，但也會因受到指正或批評，引發爭吵或拒絕參與的情形。
根據研究結果，研究者就國小音樂科教學與教材發展，及未來相關的研究，提出若干建議，作為音樂教育工作者及未來相關研究之參考。

關鍵字

音樂教學 ； 視覺創意思考

並列摘要

The focus of this study was to investigate the possibility of improving children’s ability to perceive music and to learn the musical concepts by combining aural and visual senses using visual image to enhance the musical meanings.
This was a case study, which integrated experimental curriculum. The subjects are 74 third-grade students in two classes in Ta-Chih Elementary School in Taichung. Taking into consideration of the natures of musical and visual elements and the standard music and art curriculums announced by the Ministry of Education in 1993, the teaching contents were developed through the combination of the elements of music and visual art. The themes in this curriculum were rhythm, intensity, pitch, tempo, and timbre illustrated with visual images such as the length and proportion of a drawing, place low and high, distance, and color. The dot and line, line pattern, texture, repeat forms of drawings were used to describe staccato and legato, melody, music texture, repeated melody and motive. The idea of spiral curriculum along with visually creative thinking were also integrated in the process of curriculum development.
The experimental period was 14 weeks. There was two lessons a week, and each lesson lasted 30 minutes. After 28 lessons, the data from students behaviors observation in class and from students self-evaluation were analyzed. The results were the following:
1.The learning of rhythm guided by images proportion in length enables children to control pulse and tempo better.
2.The learning of pitch guided by high or low visual images improve children’s musical memory, and their ability to imitate melody, and identify repeated motive.
3.It is easy for children to associate cold and warm colors with timbres of mental and wood percussion instruments. Instead of listening for pure musical elements, children tended to make the association of colors and timbres from lyrics and their life experiences.
4.Learning to create music through application of visually creative thinking tends to improve children’s analytical thinking and aesthetic judgement.
5.Children’s musical creativity are sometimes limited by their limited vocabulary of body movement, and drawing ability, insufficient time, or the ability to dramatic acting.
6.Children musical decision making process underwent three stages of changes:
1)by non-musical approach such as rock, scissors, paper or following the leader
2)by relying on attribute listing, starting from the 4th lesson
3)take into consideration of ones ability, predict the outcome of musical creation from drawing visual drafts, and raise after hearing the outcome
7.Children tended to imitate examples given by teacher.
8.Group activities offers children a learning context that allows them to freely observe, discuss, express, communicate with others, and perform. Applying creative thinking, such as brainstorming, free association, attribute listing, and forced relationship are beneficial in developing children’s imagination and creativity.
According to the study results, the researcher offered suggestions for the developing music teaching methods and materials in elementary schools, as well as suggestions for future study.

並列關鍵字

music teaching ； visually creative thinking

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