幼兒自創音樂記錄之研究

學前教育常忽略音樂記錄之萌發，從過去的研究中得知幼兒雖然不會讀傳統的樂譜，卻可以自創符號記錄音樂，本研究將透過音高與音長之教學，引導幼兒自創音樂記錄。從收集幼兒創作的文件中進行分析，以探究幼兒自創之音樂記錄。研究發現幼兒在記錄音高和音長時會使用幾何圖形和轉借符號。在記錄音高的幾何圖形中分爲是否「階級化」；在記錄音長的幾何圖形則分爲是否「單位化」。屬於階級化的幾何圖形中呈現音高之間的相對關係，而屬於單位化的幾何圖形則呈現音長與「拍」之相對關係。其相對關係的呈現反映幼兒的音樂認知。

關鍵字

自創樂譜；音樂表達；音樂創作；音樂符號

並列摘要

The emergent education of young children's self-invented music notations has been frequently neglected. The past studies have documented that young children can invent notations to record music although they can not read traditional music notation. This study was designed to guide young children to invent to music notations by teaching them the music elements of pitches and durations. Through the analysis of collected materials of children's writings, this study aimed to investigate young children's self-invented music notations. The result found that children's self-invented music notations include geometrical patterns and borrowing symbols. Furthermore, the geometrical patterns of notating pitches were subdivided into two classifications according to the hierarchical relation was shown or not. On the other hand, the geometrical patterns of notating durations were subdivided into two classifications according to the beat unit was shown or not. While the geometrical patterns of notating pitches were belonged to the classification of hierarchical relation, the relative position of pitch was indicated. While the geometrical patterns of notating durations were belonged to the classification of beat unit, the relative duration to beat was indicated. The self-invented music notations of the relation between pitches or durations reflect children's music cognition.