奧福音樂教學法應用於鋼琴學習之成效

摘要本研究主要目的在於探討奧福教學法應用於鋼琴學習上的成效。藉由奧福教學法中的律動、說白、器樂合奏等應用，探討它們在節奏、連斷、力度及整體音樂表達能力的效果。本研究之研究法為實驗法，採準實驗類的等組後測設計，屬於量性的研究。研究對象為台南市歸仁區某間音樂教室裡，共抽取14位，年齡9至12 歲，學齡2.5-3年程度相近的學生，分為兩組，學生人數各7位，實驗組採取奧福教學；控制組則使用一般教學，來進行為期6週的教學實驗。研究工具為六首中級程度樂曲，包含古典樂派、浪漫樂派及現代樂派各兩首。測量的依變項包含節奏、連斷、力度及整體音樂表達能力等四項。以獨立樣本T檢定來分析兩組學生在這四項測驗的數據。實驗過程包含以下奧福教學方法：說白、律動及奧福樂器。以說白來刺激學生聽覺，將聽到的音韻轉換成節奏記憶。透過奧福律動將體驗化為身體記憶，並使用奧福樂器來輔助實驗組學生，降低手指彈奏的困難度，以增進連斷和力度等的音樂表現。控制組學生，則主要以寫、口述與反覆練習為主要的進行方式。結果顯示奧福教學法在鋼琴教學上成果極佳。實驗組在節奏、連斷、力度、及整體音樂表達能力上皆優於控制組學生（P<0.05）。根據上述結論，奧福教學法的律動、說白、奧福樂器等教學輔助，確實可以刺激學生聽、視覺及達到多元感官的感受。這樣的多元感官刺激，對於學生的節奏、連斷、力度的表現及整體音樂表達能力皆有正面的效果。

關鍵字

奧福教學法；鋼琴

並列摘要

Abstract The purpose of the present study was to investigate the effects of Orff method on learning piano music. It aimed to test the students’ performance in rhythm, articulation, dynamics, and musical expression as a result of Orff training in movement, speech rhythm, and the use of Orff instruments. This paper was a quantitative research that used an equivalent posttest design. Subjects in the current study were fourteen elementary school students (aged 9-12 yrs.) who have studied piano for 2.5-3 years in a music studio in Tainan. The experimental group was consisted of 7 students who participated in the Orff method once a week for 6 weeks while the rest who did not take Orff method served as the control group. The musical materials used in this study were two classical pieces, two romantic pieces, and two 20th century pieces. A t-test was used to analyze the data of rhythm, articulation, dynamics and musical expression errors of both groups. The experimental procedure included the following Orff approach: speech rhythm, movement, and the use of Orff instruments. Speech rhythm was used to stimulate the students’ auditory sense and memory. Movement was designed to enhance body memory for articulation and dynamics. Orff instruments were used to help the students to experience the articulation and dynamics of music without the difficulty of using fingers. On the other hand, students of the control group were taught mainly by lecturing and demonstrating, and then students practiced the skills in class. The finding revealed that the effects of Orff method on learning piano music were outstanding. The result showed significant effects on all four measurements：rhythm, articulation, dynamics and musical expression. In summary, the exposure to Orff approach could stimulate students’ visual and auditory senses and form a wholistic perception. This perception improved students’ performance in rhythm, articulation, dynamics, and musical expression.