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A Case Study of Music Teaching in the First-Grade Thematic Curriculum of an Experimental Elementary School
Reimer’s Seven-Phase Model of The Total Curriculum
Public School-Based Experimental Education
The purpose of this research was to investigate the curriculum content of the first-grade "The Big Players of Story" thematic curriculum of 2017 summer term of the “Innovation” Elementary School which is a school-based experimental education elementary school, as well as the teaching content by the three class instructors and the music teacher. This research was a case study and the research objects were three class instructors, music teachers and students. The observation method, interview method and document analysis were used in this research to collect and synthesize research data. The main conclusions were drawn as follows: One. The curriculum content of research case I.The key elements that form the theme were the combination of "society", "learner" and "competency". II.Appropriate teaching materials could highlight the characteristics of the theme. III.Curriculum development that extended first and then focused on helping students to explore the theme from broad to deep. Two. The teaching content of three class instructors I.According to the three phases of curriculum development, teachers conducted teaching activities regardless of the subject, and exploring the theme further. II.Good support from school organization created a teaching and learning environment conducive to the integration development of thematic curriculum III.The qualitative and diversified assessment methods helped teachers, students and parents to focus on students’ learning process and returned to the discussion of the theme itself. Three. Investigating the teaching content of the music teacher with Reimer’s seven-phase model of the total curriculum I.Values Phase: Let students discover that music/art is in their lives through each thematic curriculum. II.Conceptualized Phase: Taking the child development theory as the basis for overall teaching and the children’s musical development theory and the context of Dalcroze eurhythmics method as the basis for music teaching. III.Systematized Phase: Using the "Curriculum Guidelines of 12- Year Basic Education in Life Curriculum" and "Curriculum Guidelines of 12- Year Basic Education in Arts Field" as the basis for music/art learning sequences of the “Innovation” Elementary School. IV.Interpreted Phase：Music teacher practiced music/art teaching on the theme of the research case "The Big Players of Story" and guided students to discover, experience, feel and understand music/art from stories by the activity of reading stories in daily life. The teaching content was in line with the musical development of first-grade children and enriched the students' learning programs with the Eurhythmics, Solfège and Improvisation of the Dalcroze eurhythmics method, as well as singing, narrating rhythm, instrument performance, music knowledge, expansive body and drama. V.Operating Phase：The music teacher connected music and themes through the "multi-disciplinary model of curriculum integration" and connected music and performing arts (body/drama) through the "inter-disciplinary model of curriculum integration". Music teacher used "the elements of music" to develop the context of music teaching and used "the common core concepts" (role/background/plot) to create a link between music/body/drama and the teaching material "Journey to the West" of the research case. The sources and categories of teaching materials implemented by music teacher were mainly "the auditory teaching materials by music teacher’s improvisation" and "the visual teaching materials by music teacher’s self-designed ". Music teacher enhanced the students' interest and willingness to learn through "performance assessments" and used differentiated instruction in "observational assessment". VI.Experienced Phase: The core competency dimension of the "Curriculum Guidelines of 12- Year Basic Education in Life Curriculum" acquired by students was mainly on "communication and interaction". VII.Expectational Phase: The society took the "Curriculum Guidelines of 12- Year Basic Education in Life Curriculum" as the expectation of the teaching content by music teacher; The “Innovation” Elementary School’s teachers expected that "art can be planted in every child's heart" and music/art can be gradually deepened and broadened in each thematic curriculum. Finally, suggestions were made for reference, including the implementation of curriculum integration, the music teaching of curriculum integration, and future research.
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