應用創造力思考技法於國中音樂創作教學之行動研究
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2015
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摘 要
本研究旨在探討創造力思考技法-卡片討論法(KJ)、奔馳法(SCAMPER)融入音樂創作教學方案在國中之實施情形。研究對象為新北市板橋區八年級學生。研究者運用音樂課時間，每次四十五分鐘，共十七次進行本研究。透過上課歷程觀察、綜合學生多面向回饋及作品來蒐集資料，以質性研究法分析，簡要以「創造力思考技法融入音樂創作教學之學生作品探析」及「教師在創造力思考技法融入音樂創作教學之探究」兩個面向歸納:
在「創造力思考技法融入音樂創作教學之學生作品探析」部分-
一、 學生在接受卡片討論法實施於歌詞改編教學後，確實能夠產出歌詞作品。
（一） 在技能面，有88%學生學會使用卡片討論法融入歌詞改編創作。且依據評量結果，有86%之學生作品內容順暢、合邏輯，亦扣緊校歌精神之主題且有創意。
（二） 在情意面，有93%的學生(27人中有25人) 喜歡使用卡片討論法來做小組討論，且認為此技法能夠幫助他們有效歸納出討論主題之向。
（三） 在認知面，根據研究者、協同研究人員觀察及學生回饋日記、調查表顯示約70%的學生在使用卡片討論法過程中，自行產生資料檢搜或尋求與教師討論相關之行為，無形中在認知層面增長。
二、 學生在接受奔馳法實施於曲調改編教學後，確實能夠產出曲調作品。
（一） 在技能層面，整體學生不但懂得操作奔馳法，更因為其動詞聯想之檢核刺激，產出有創意且優美之曲調。以非音樂班之學生第一次曲調創作表現來說，其表現不但良好，且顯著。
（二） 在情意面，約有74%學生喜歡使用奔馳法來刺激曲調創作靈感。不過亦有學生表示，在操作過程及小組討論氛圍方面相較之下，他們較喜歡卡片討論法。
（三） 在認知層面，根據研究者、協同研究人員觀察及學生回饋日記顯示，約有90%之學生因為奔馳法之動詞聯結檢核表之刺激，使學生可以有效產出曲調作品，除了讓他們喜歡上音樂創作這件事之外，並且對於曲調創作之音樂基本元素，有更進一步的認識與收穫。
三、 根據評量結果，有86%學生在音樂作品整體呈現出創意。
評量方式根據Amabile(1996)的產品或作品的創造力指標:「使用他們自己主觀的創造力定義，依照創意的層次來評定這些作品或產品」。各組在「使用卡片討論法改編歌詞」、「使用奔馳法改編曲調」以及「整體作品呈現」三大面向是否具有創意來評分(得分高低分別是4~1)，而有86%的學生在「整體作品呈現」之肢體動作設計有創意、團隊默契、團隊精神、作品表達完整性…等評分向度獲得3分或以上的分數，表現良好。
四、 整體而言，學生喜歡音樂創作課程之安排。
在「教師在創造力思考技法融入音樂創作教學之探究」部分-
一、卡片討論法融入歌詞改編
(一) 「6W」協助學生歸納時更有方向。
(二) 培養學生專注聆聽習慣，使卡片討論法過程更順暢。
(三) 齊全的文具準備，刺激學習意願低落學生參與討論。
二、奔馳法融入曲調改編
(一) C【結合】的動詞聯想最容易操作。
(二) 奔馳法、資訊設備及音樂軟體，可補學生音樂專業背景之不足。
(三) 奔馳法需分兩階段實施：第一階段只用一種動詞檢核以避免學生操作混淆，第二階段再搭配其他動詞使用。
(四) 奔馳法讓學生親近音樂創作：各組學生使用奔馳法於曲調改編創作時， 確實都產出良好曲調作品，體驗到學習創作之高峰經驗與成就感。
本研究發展出創造力思考技法卡片討論法、奔馳法融入音樂創作教學方案之模式，供相關研究者作參考，並期望可以培育有創造力，願意不斷嘗試音樂創作之學生。
關鍵詞：創造力思考技法、音樂創作、卡片討論法、奔馳法
Abstract This study aimed to explore the Creativity Thinking Techniques - KJ technique and SCAMPER technique to New Taipei City Panchiao Area eighth-grade students’ music composition project. After this project, how the students’ performance and how the results. The researcher uses every 45 minutes per music class, a total 17 classes of one semester in this study. Through the class observations, the teacher reflection notes, records of discussions, the feedback of collaborative researcher and students’, and students’ music creations to gather information in qualitative research analysis. From students’ music creations and the researcher inquires the results to summarize. The part of students’ music creations: 1.Students can create and rearrange lyrics after they received KJ technique. (1)In the skill side, 88% of the students learn how to use KJ technique to solve music creations issues. And 86% of the students’ musical content of the creations show smoothly, logical, also fasten the theme anthem and creative spirit. (2)In the affection side, 93% of students prefer to use KJ technique which can help them to summarize the direction of discussion topics effectively. (3)In the cognitive side, about 70% of the students seek themselves and discuss with teacher about music creations issues. This potentially increase cognitive levels.2.Students can create and rearrange melody after they received SCAMPER technique.(1)In the skill side, whole students learn how to use SCAMPER technique, not only create beautiful melody and perform them well but also significant.(2)In the affection side, about 74% of the students prefer to use SCAMPER technique to stimulate melody inspiration, but some students said that they prefer KJ technique in the operation process and panel discussions contrast atmosphere regard. (3)In the cognitive side, about 90% of the students have a better understanding and harvest in the basic elements of music after SCAMPER. 3. According to the assessment results- assessment approach based on creativity index Amabile (1996) of the product or the work: "Using their own subjective definition of creativity, according to the level of creativity to evaluate these works or products.", (Score of 4 to 1), 86% of students at the "whole creation presented" physical action of design creativity, understanding good team, a good team spirit, the expression of complete creations, get 3 or more points, good performance.4. Whole students like the arrangement of music classes. The part of the researcher inquires the results: using KJ technique- 1.Students can match 6w to diversion their ideas. 2. Develop the habit of listening at discussions.3. It will stimulate students' learning willingness to have fully stationeries. Using SCAMPER technique- 1.【Combine】 is the most easily operating.2. With information equipment and music software make creations easier.3. Implemented in two phases, studentswill not be confused by the idea of SCAMPER technique .4. Students get close to music creations, because integration into techniques SCAMPER. By way of operation of this study, using KJ, SCAMPER to the music creation class, I am hoping to foster students with creativity and willing to continue create. Key words: Creativity Thinking Techniques, Music Creation, KJ, SCAMPER
Abstract This study aimed to explore the Creativity Thinking Techniques - KJ technique and SCAMPER technique to New Taipei City Panchiao Area eighth-grade students’ music composition project. After this project, how the students’ performance and how the results. The researcher uses every 45 minutes per music class, a total 17 classes of one semester in this study. Through the class observations, the teacher reflection notes, records of discussions, the feedback of collaborative researcher and students’, and students’ music creations to gather information in qualitative research analysis. From students’ music creations and the researcher inquires the results to summarize. The part of students’ music creations: 1.Students can create and rearrange lyrics after they received KJ technique. (1)In the skill side, 88% of the students learn how to use KJ technique to solve music creations issues. And 86% of the students’ musical content of the creations show smoothly, logical, also fasten the theme anthem and creative spirit. (2)In the affection side, 93% of students prefer to use KJ technique which can help them to summarize the direction of discussion topics effectively. (3)In the cognitive side, about 70% of the students seek themselves and discuss with teacher about music creations issues. This potentially increase cognitive levels.2.Students can create and rearrange melody after they received SCAMPER technique.(1)In the skill side, whole students learn how to use SCAMPER technique, not only create beautiful melody and perform them well but also significant.(2)In the affection side, about 74% of the students prefer to use SCAMPER technique to stimulate melody inspiration, but some students said that they prefer KJ technique in the operation process and panel discussions contrast atmosphere regard. (3)In the cognitive side, about 90% of the students have a better understanding and harvest in the basic elements of music after SCAMPER. 3. According to the assessment results- assessment approach based on creativity index Amabile (1996) of the product or the work: "Using their own subjective definition of creativity, according to the level of creativity to evaluate these works or products.", (Score of 4 to 1), 86% of students at the "whole creation presented" physical action of design creativity, understanding good team, a good team spirit, the expression of complete creations, get 3 or more points, good performance.4. Whole students like the arrangement of music classes. The part of the researcher inquires the results: using KJ technique- 1.Students can match 6w to diversion their ideas. 2. Develop the habit of listening at discussions.3. It will stimulate students' learning willingness to have fully stationeries. Using SCAMPER technique- 1.【Combine】 is the most easily operating.2. With information equipment and music software make creations easier.3. Implemented in two phases, studentswill not be confused by the idea of SCAMPER technique .4. Students get close to music creations, because integration into techniques SCAMPER. By way of operation of this study, using KJ, SCAMPER to the music creation class, I am hoping to foster students with creativity and willing to continue create. Key words: Creativity Thinking Techniques, Music Creation, KJ, SCAMPER
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Keywords
創造力思考技法, 音樂創作, 卡片討論法, 奔馳法, Creative Thinking Techniques, Music Creation, KJ, SCAMPER