大坡池音樂館暑期音樂營隊之個案研究

本研究旨在探討樂賞大坡池音樂館暑期音樂營隊的現況，瞭解社會音樂活動之歷程與教學啟示。採用個案研究法，研究工具使用研究者自編之半結構性訪談大綱與｢樂賞大坡池音樂館暑期音樂營隊之問卷｣，以樂賞大坡池音樂館暑期音樂營隊之行政人員、參與學員、學員家長為研究對象，實施問卷調查，共得有效問卷五十二份，再從該問卷中篩選訪談對象共二十二人，藉由半結構性訪談，以回答本研究之待答問題。本研究之主要結論如下：一、樂賞大坡池音樂館暑期音樂夏令營隊之行政人員參與現況：樂賞大坡池音樂館對兒童與成人音樂教育的推行不只著重於音樂教學，更是希望讓音樂教育與深根於池上鄉居民的生活與社會。偏鄉地區，大多需依賴政府單位、基金會、協會的幫助才有可能招募到新血，期望未來社會繼續增設音樂教育課程及多元的課程類型。二、樂賞大坡池音樂館暑期音樂夏令營隊之學員參與現況：（一）學員參與音樂夏令營隊之動機分為三大面向：熱愛音樂、過去經驗、家長因素；（二）學員對音樂教育營隊課程的看法分為以下三項：團隊學習具挑戰性、團隊學習有助個人與同儕的學習成長、音樂課程需要身體力行學習才能領悟；（三）學員參與音樂夏令營隊之感受有五項：音樂學習感到進步、音樂學習深具挑戰性、音樂課程有趣不枯燥、同儕互相幫助、生活素養提升。三、樂賞大坡池音樂館暑期音樂夏令營隊之學員家長看法：（一）家長讓孩子參與音樂夏令營隊之動機分為三大面向：熱愛音樂、孩子自主學習、促進學習；（二）家長對音樂營的看法：認為學習音樂不只是學習一項才藝，更是培養孩子能具有生活美感、藝術素養與國際觀的一項投資，懂得欣賞與瞭解音樂可以幫助孩子啟發潛能、瞭解自我、學習自律、探討多元化的社會與事物，並藉此拓展自身視野與關懷世界，使孩子具有終身學習的能力。最後，本研究依據研究結果，分別對政府機關、授課教師、參與學員與家長及未來研究者提出建議。

關鍵字

音樂夏令營；社會音樂教育；兒童音樂學習

並列摘要

This study explored the activity processes and educational implications of music education in society of the music summer camp at Yueshang Dapochi Music Hall. Questionnaires and semi-structured interviews were applied in this case study. The participants were administrative personnel, participating students, and students’ parents of the summer camp. A total of 52 valid questionnaire responses were collected. From the participants who answered the questionnaires, 22 were selected as the interview respondents. In a semi-structured interview, the respondents responded to the questions designed in this study. The conclusion was as follows: 1. The administration faculty of Dapochi music music summer camp stated: The education provided to children and adults in Yueshang Dapochi Music Hall not only focuses on music, but also on deepening the relationship between music education and the daily living and societies in Chishang Township. In rural areas, new personnel can only be recruited with the assistance of governmental departments, foundations, and associations. More diverse music education courses should be provided to the society. 2. The students attending in the music summer camp stated: (a) three major motivations of participation: love of music, experience, and parent recommendation; (b) three perspectives toward the music education camp: Team-based learning is challenging; team-based learning helps individual and peer learning and development, and music courses require active involvement for learning; (c) five aspects of the experience after the camp was divided into: progress in music learning, challenges in music learning, fun in music courses, and helping each other among peers, life competence improvement. 3. The parents of the students stated: (a) three major motivations for sending their children to participate in music summer camps: love of music, children learning autonomy, and promote learning; (b) aspects of childrens’ participation: Learning music is more than cultivating a hobby. It also helps develop children’s aesthetics in life, art competence, and international perspective. Knowing how to appreciate and understand music enables children to develop their potentials, understand themselves, learn self-discipline, and explore diverse societies and things to expand their perspective and concern for the world. Eventually, children will possess the ability of lifelong learning. According to the results, suggestions were proposed to government, teachers, students, parents, and future studies.