以音樂繪圖輔助鋼琴樂曲學習之探討

本研究主要目的在透過學生鋼琴課別課的教學研究，探討以音樂繪圖輔助於學生在學習新的一首鋼琴樂曲時，在彈奏上增進視譜的能力。本研究以研究者自行繪製共六張配合樂曲特性的圖像，以量化的方式來測驗這六首樂曲的音高正確度、節奏正確度、樂曲流暢度，最後以相依樣本T考驗來統計結果與分析。研究對象為台南某一間音樂教室裡，共抽取三十位，年齡約十至十五歲，學齡四年以內，程度相近的學生，分為兩組，學生人數各十五人，實驗組採取音樂繪圖的方式教學；對照組則否，進行為期兩個月的教學實驗。統計結果則顯示實驗組的圖像教學在這六首曲目，音高與節奏正確度以及流暢度的總分P值皆達到<0.05*，表示這三個項目在圖像教學上有達到顯著的效果。而在三項六首的分開統計，結果是顯示在音高正確度上有三首P值<0.05*達到顯著的效果，另外有三首在音高測驗上兩組則沒有達到顯著差異。根據音樂繪圖輔助教學的結果與分析，致結論如下：一、經由繪圖的輔助，學生易於建立音高走向的概念，因為在教學時有了老師對樂曲具體繪圖的輔助，以及引導看圖的方式，學生很快就了解到樂曲中旋律音高向上或向下，級進或跳進的概念以及想法。二、音樂繪圖的圖形輔助，能提高學生對節奏空間的理解。教學時藉由圖像的長短空間，來達到表現節奏平均或是緊湊的視覺效果，實驗組學生也能夠看圖猜出樂曲的節拍或音符的時值，圖像的比對，確實有達到幫助學生在彈奏節奏上的理解。三、使用音樂繪圖的輔助，學生能夠彈奏出流暢的樂曲。藉由學生看圖想像以及表達自己對繪圖內容的想法，學生容易了解樂曲曲式的結構，且在彈奏上先有了圖像的分析，也可以進而得知學生對於音樂認知的程度，在彈奏時也顯得較流暢。

關鍵字

音樂繪圖

並列摘要

The major goal of this research was to delve into the effectiveness of musical instruction assisted by music mapping on each individual student who just started to learn a new piano composition. Through this procedure, the capacity of sight-reading can thus be enhanced. In this research, the researcher drew six graphs with music-matching features to measure the preciseness of pitch, rhythm and fluency of six compositions in a quantative experimental design. At the end of the experiment, the researcher calculated and analyzed the result compared with samples from Paired-Sample T test. Thirty subjects were selected at random from students ranging at the age of from 10 to 15, with similarity both in their music-learning levels and spans. The researcher then divided the subjects into two groups, with 15 in each one. The instruction for the experimental group was assisted by music-related graphs while the control group was not. The research lasted for two months. The resulting statistics showed that the performance of the experimental group was superior on the measures of pitch, rhythm, and fluency. The difference between two groups reached up to less than 0.05 P-Value, indicating the music mapping instruction achieved pronounced effect on all three aspects. Individual statistics on six compositions showed that correctness of pitch was statistically significantly different in three among six compositions between the experimental and control groups. According to the analyses and results of music mapping instruction, the researcher came to a conclusion as follows. 1、With the assistance of music mapping, subjects were more than likely to establish the concept of musical pitch. They had a quick grasp of ups and downs within the rhythm and the idea or concept of step or skip in the presence of tangible graphs provided by music mapping. Among the six compositions, three did not show the advantages of music mapping in terms of pitch correctness. 2、With the assistance of music mapping, subjects had an enhanced grasp of spatial relationship of rhythm notation. During the instruction, through long or short spaces exhibited by graphs to express regular rhythms or intense ones, subjects relied on these visual effects to predict the timing of rhythm. The music mapping indeed provided certain assistance to their understanding while the subjects are playing. 3. With the aid of the music mapping, subjects were able to perform music more easily and smoothly. Through subjects’ own imagination and perception during the music mapping instruction, it was easier for them to understand structures of the compositions. By analyzing those pictorial graphs before actual sight-reading, subjects’ performance toward the very composition could be enhanced in the measures of pitch, rhythm and fluency.