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  • 學位論文

蔡森泰六堆客家童謠創作之研究

A Study of the Creation on Hakka Nursery Rhymes of Sen-Tai Tsai in Liu-dui

指導教授 : 鍾鳳嬌 李梁淑

摘要


蔡森泰是道道地地的臺灣六堆客家人,對客家語言與文化的傳承非常憂心,以及基於對生長土地的愛與關懷,於工作之餘寫出篇篇充滿生命律動的客家童謠。本研究以蔡森泰創作的119首客家童謠為研究對象,藉由文獻探討、深度訪談、童謠相關理論,分析蔡森泰創作童謠的動機、創作理念與心路歷程,以及創作童謠的取材、文化意涵、表現形式及價值功能等,期使透過本研究成果回饋到客語教學,增進六堆客家語言及文化的傳承。本研究結果如下:  一、蔡森泰創作童謠的動機源自於對客家語言與文化的保存想盡一份心力,以及對大自然生態的重視、讓小孩子快樂的學習客家話。蔡森泰在擔任山林巡守員的18年時光中,是創作最多的時候,透過細膩的觀察與參與、藉由童謠活潑的韻律,讓孩子了解大自然界的奧妙及重要性,以及族群融合與文化語言傳承的及時性。  二、蔡森泰的客家童謠大多取材自鄉土生活經驗、大自然的變化。舉凡觸目所及的人、事、物,客家先民的生活經驗、大自然草木蟲魚,蔡森泰對他們都有獨到的看法,藉由童謠的唸誦與吟唱,鉅細靡遺的介紹給孩子,傳達關愛鄉土、珍視自然的生命情懷。  三、蔡森泰客家童謠的表現形式較為隨興、自由,以無定式的混合句式居多,即以三五七言為主要句式,搭配其他句式呈現多樣化的組合,接近現代童詩的風格,看似無規則,也無明顯的押韻,但唸起來順口,如同其為人行事風格,跳脫傳統舊思維,創作出符合現代生活節奏、韻律的童謠。  四、蔡森泰是客家童謠創作的開路先鋒,他所創作的童謠很有特色,兼具了鄉土教育、語文教育、審美教育及啟發思想的價值。經過譜曲後,可增進學習客家話的興趣,並能灌輸孩子生態保護的觀念,啟發他們的視野思維、熱愛土地的情懷;其神話般的童謠,則激發了孩子天馬行空的想像力。    蔡森泰創作的客家童謠,大多為接近童詩體的自由創作,因此其作品若要廣為流行,仍有待更多專業人士的譜曲、推廣,希望公部門在鼓勵創作的當下,本著對創作者智慧財產權的尊重,給予更多實質上的鼓勵,鋪陳對客家族群的友善環境,才能鼓勵更多人才投入客家童謠的創作,促成客家族群認同自己的語言與文化,進而使客家語言文化的傳承後繼有人。

關鍵字

蔡森泰 六堆 客家 童謠創作 兒歌

並列摘要


Sen-Tai Tsai is a native Hakkanese in Liudui area in Taiwan. He is very concerned with the inheritance of Hakka language and culture. With his love and concern of the land, he has created many lively Hakka nursery rhymes during his spare time. The research subjects are 119 nursery rhymes created by Sen-Tai Tsai. To analyze Sen-Tai Tsai’s motivation, ideas, and the process of his creation; the gathering of materials; the rhymes’ embodiments and values etc. Literature review, in-depth interview, theories related to nursery rhymes are used to reach the goal. The research results are hoped to help the teaching of Hakka, and the inheritance of Liudui Hakka culture. The results are: 1. Tsai’s motivation in creating nursery rhymes originated from his dedication to the preserve of Hakka language and culture, his attention in the natural ecology, his hope that children can learn Hakka happily. His heyday of creation was his 18 years patrolling in forests. Through his exquisite observation and participation; the lively rhythms of nursery rhymes, children can understand the secret and importance of the Mother Nature, the promptness of group fusion and cultural language’s inheritance. 2. Most of Tsai’s nursery rhymes were based on his life experiences in rural area and the changing of the Mother Nature. Tsai had his unique ideas to all the people, things, the Mother Nature and life experiences of the Hakka ancestors. He conveyed his caring and love of the nature and human lives to children through the recitation and singing of nursery rhymes. 3. Most of Tsai’s creations are combinations of casual, free-styled sentences. The main sentence patterns are formed by 3, 5, or 7 words. By matching with various sentence patterns, the rhymes then close to the style of modern children’s rhymes. Just like his personal traits, his nursery rhymes do not restricted to certain rules or rhythms; but they are fluent and think outside the box. 4. Tsai is the pioneer in Hakka nursery rhymes. His creations are very special, contain the characteristics of local education, Hakka education, aesthetic education and the value of inspiration. After composing, those rhymes can increase children’s interests in Hakka learning, instill the ideas of the protection of ecology to children, inspire children’s thinking and caring of their native lands. And the mythic rhymes can inspire children’s imagination. Most of Tsai’s Hakka rhymes are close to the creation of children’s rhymes. To make them prevalent, the composition and promotion from the professionals are required. It is hoped that public sector can give creators more substantial encouragements in respect to creators’ intellectual property rights. By creating a friendly environment to Hakka groups, Hakka groups then can identify with their own language and culture. The inheritance of Hakka language and culture then will be encouraged.

參考文獻


蔡宗陽(1989)。修辭學。高雄市:復文圖書出版社。
張騰元(2001)。南方之嶽大武山。屏東縣:財團法人椰林文教基金會。
林瑞榮 (2000)。國民小學鄉土教育的理論與實踐。台北:師大書苑。
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