- 學位論文
歌仔戲藝術推廣傳承之成效與永續發展以北投國小為例
Taiwanese Opera Art Promotion and Its Sustainable Development Base on The Teaching Activities Executed at Beitou Elementary School
若您是本文的作者，可授權文章由華藝線上圖書館中協助推廣。
摘要
近年來由於本土意識逐漸提高，本土語言和文化逐漸受到重視，教育界也吹起了一陣「本土認同」的旋風，因應課程綱要，教育部在國小增設「鄉土教學活動」，期望培育下一代鄉土情懷，以珍視愛惜自己的本土文化，透過鄉土教育的教學推廣過程，讓學生有機會、有系統的瞭解自己的家鄉在地文化，瞭解本土文化的真、善、美，培養學生認知、情意、技能的素養。傳統藝術—歌仔戲，包含了鄉土語言、社會文化、藝術等，是具有臺灣文化特色的代表劇種，也是「臺灣土生土長」最珍貴的民間藝術文化結晶，以民間唸歌說唱為基礎，經過了落地掃歌仔陣的階段，吸收了其他劇種的精華成為大戲，並經過外台歌仔戲、內台歌仔戲、廣播歌仔戲、電影歌仔戲、電視歌仔戲等遞變成為豐富的劇種。為使國小學童對本土藝術及本土語言有更深的了解，本研究企圖將歌仔戲融入校園課程教學中，透過傳統戲曲欣賞及介紹的教學方式及與民間劇團合作推廣等，尋析出歌仔戲永續發展的最佳良藥仍在教育，從基層教育深根掘土，提升學童對本土傳統藝術的興趣，為歌仔戲傳承奠定良好的基礎。 再好的藝術表演若缺少觀眾，也很難延續其生命力，身為教育者及歌仔戲的愛好者，期盼以自身的力量，培養出更多的欣賞群眾，以北投國小為基點，將本土傳統戲曲帶入校園，深入社區，讓學生及家長認識了解歌仔戲，進而對歌仔戲產生興趣，培養愛惜本土藝術的情操。
並列摘要
The local consciousness has kept increasing in Taiwan in recent years, so the native language and local culture are gradually gaining more attentions. Meanwhile, the “local culture recognition and identity” becomes a trend in the education field as well. Therefore, the Ministry of the Education adjusted the course syllabus and incorporated the “local-culture teaching activities” in elementary school course curriculum in order to develop the young students’ local culture recognition and to make them cherish our local culture and art. Through such courses, students can have opportunities to systemically understand the local culture in their hometown, appreciate its truth, goodness and beauty. Moreover, their cognitive ability and their affection toward their own hometown can be developed more. Taiwanese opera, one traditional art, is one of the most representative folk art in Taiwanese culture because it contains the local language (Taiwanese), social cultures, performance art, and so on. Taiwanese opera is the precious combination of Taiwanese folk art and different cultures as well. Originating from the traditional “narrating and singing art”, Taiwanese opera become more abundant through several development phases. At the “Lou-di-sao” phase, it absorbed the essence of other China dramas and it also gradually developed its own style. Later it developed more rich and various styles during different performance forms and phases --- Outdoor Taiwanese operas phase, indoor Taiwanese operas phase, the broadcast performance phase, film phase and TV series phase. In order to make the elementary school students have further understanding on this local art and their native language, I conduct this research with an attempt to integrate Taiwanese operas with some teaching activities such as the drama-watching, teacher’s introductory leading and cooperated promotion activities with some local art troupes. This research concludes that education is the best way to help the sustainable development of Taiwanese Opera. If properly taught and introduced to the younger students, this native Taiwanese tradition art can enhance students’ interests, which set up a good foundation for the sustainable development of Taiwanese local arts. Without the audience, even the best performance art hardly maintains its vitality. As a teacher as well as a Taiwanese opera lover, I hope more audience can be developed. Through such teaching activities at the Beitou Elementary School, I try to bring Taiwanese opera culture into the campus and the communities to make more students and their parents understand more about this precious culture and develop their interests and attention on the traditional Taiwanese cultures and art.
參考文獻
1. 林淑靜，2006，〈國北師歌仔戲社之探討〉。國立臺灣師範大學：國文學系在職進修碩士班碩士論文。
7. 劉嫻芳，2011，〈國民中學藝術與人文學習領域教科書歌仔戲教材之內容分析研究〉。國立臺灣師範大學：音樂學系在職進修碩士班碩士論文。
8. 王晶瑩，2013，〈正明龍歌劇團兒童歌仔戲之研究〉。國立中正大學：臺灣文學研究所碩士論文。
2. 楊喬安，2007，〈台灣傳統藝術教育之永續發展─以宜蘭縣「國中小教師歌仔戲傳習計畫」為對象〉。佛光大學：未來學系研究所碩士論文。
3. 陳秀真，2007，〈宜蘭縣歌仔戲研習班學員學習與教師教學現況之探究〉。佛光大學：社會教育學研究所碩士論文。