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Constructing Children's Music and Movement Curriculum by Thematic Exploration-- An Action Research
construction of the art curriculum
music and movement program for children
the explorative behavior of music and movement
Experience of music and movement exploration can help develop children’s internal perception through self-expressive behavior. In addition, experience of the elements of music and movement can foster conception of music and movement, creative abilities, higher thinking and problem solving in the learner. Constructivist theory is a theory about how people acquire knowledge and the growth of personal knowledge, emphasizing the active role of learner who constructs his or her own knowledge. From the constructivist view, knowledge is not transmitted from the external world, nor is it merely a copy of the external realist or absorption from the environment. Constructivist theory refers to construct knowledge of the processes of changing and leading the internal thinking of a person. Moreover, children learn through action; they acquire the ability to think logically through the processes of exploration and operation. Furthermore, children acquire knowledge of social negotiation through cooperative learning. This study aimed to explore the meaning of constructive philosophy and the effect of teaching music and movement to children. According to the central elements of music and movement, the researcher constructed a theme of explorative programs for children. This study first analyzed the process of exploration, and then investigated how to construct the intensions of learning between the teacher and the children. It also examined the effect ofexplorative behaviors of children on the role, ideas and strategies of teaching. Finally, this study refers to the challenges faced by the researcher. This study revealed that the teacher guided children to construct a conception of music and movement about the element of contrast and the form of rhythm. This study found that the teacher can help children to improve their higher mental thinking through environmental and material scaffolding, language scaffolding and partner scaffolding during exploration. In addition, the teacher had to construct an imaginative and explorative environment for the children, as well as having to respect and appreciate their individual characteristics. Moreover, the teacher had to apply strategies of “creative teaching”, “stimulation to active exploration” and “higher thinking” to guide the children towards mental constructive learning. While constructing the programs of music and movement, the teacher’s researcher could meet the challenge of managing the classroom, carrying out discussions about art and playing multiple roles. This study belonged to action research of the art curriculum and teaching, and emphasized the circular process of action research. In order to achieve the above purpose, the methods used for data collection were participant observation, interviews and documentary analysis. The recommendations for future research are provides at the end of this paper.
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