國小四年級素養導向音樂創作教學之行動研究

Abstract

本研究旨在探究素養導向音樂創作教學方案的設計與實施，並從中進行教學省思。採取質性取向之行動研究法，由研究者擔任教學者，並以研究者任教國小其中一班四年級學生，共28人為教學對象，設計並實施研究者自編之素養導向音樂創作教學方案〈藝起長大的生音〉，包含兩個單元共16節課。教學主題從校園到家庭，貼近學生生活經驗，分別為第一循環進行的「校聲狂想曲」，以「改編」為主要音樂創作學習活動，引導學生運用校園日常廣播聲為素材，進行學校課堂鐘聲曲調的改編；第二循環主題為「我家聲音Code」，以「作曲」為主要音樂創作學習活動，引導學生以家人常說的話為素材，進行說唱歌曲的詞曲創作。在創作教學的設計上，包含了透過作曲、改編、即興此三種音樂主要產出的形式所設計的音樂教學活動，藉由創作學習任務的逐步加深，發展學生的音樂創作知能。在素養導向的教學設計上，兩個單元皆以培養學生的「A2系統思考與解決問題」、「B1符號運用與溝通表達」、「B3藝術涵養與美感素養」及「C2人際關係與團隊合作」等4項核心素養內涵為主要目標，並在設計方案時融入於教學活動要點，引導學生在參與音樂創作學習的過程中發展核心素養。透過兩循環行動教學，同時輔以觀察、訪談、文件分析等方式來搜集並分析研究資料，綜合討論本研究在設計與實施素養導向音樂創作教學方案的經歷與省思。歸納本研究主要發現為以下結論：一、第一循環素養導向音樂創作教學方案透過生活化教學題材，多感官學習工具，及小組學習方式的設計與實施，有助於學生對音樂元素的覺察與創作。二、加強學習活動連貫性，增加小組創作後討論時機是第一循環行動教學中獲得的主要省思。三、第二循環素養導向音樂創作教學方案透過重視作品評估與精練，以師生作品為實例及多元評量方式與時機的設計實施，能激發學生創作學習的創思與應用。四、整體行動教學實施期間逐漸形成素養導向音樂創作教學循環發展模式，並發現學生在音樂創作活動中自主學習及溝通表達知能的提升。最後，根據研究結果，提出相關建議，以供音樂教師及後續研究參考，期望能為未來的教學實踐與研究發展提供有益的指引。The purpose of this study was to explore the design and implementation of a competency-based music creation instruction program and to reflect on the teaching process. This study adopted a qualitative action research method, with the researcher as a teacher and targeted a class of 28 fourth-grade students from the elementary school where the researcher teaches. The researcher designed and implemented a self-edited competency-based music creation instruction program"The sounds of everyday life we ​​grew up with" which consists of two units with a total of 16 lessons. The themes of the teaching plan first focus on the campus, and then on the family, which are close to students’ life experience. The first cycle, called "School Sound Rhapsody", focuses on "arrangement" as the primary music composition learning activity. Students were guided to use the daily campus broadcast sounds as materials to rearrange the melodies of school bell chimes. The second cycle, called "Sound Code of My Family", which uses "composition" as the main music creation learning activity. Students were guided to use the commonly spoken phrases of their family members as materials to create lyrics and melodies for rap songs. In terms of music creation instructional design, it includes activities that center around three primary forms of musical output: composition, arrangement, and improvisation. These activities were structured to progressively deepen students' music composition knowledge and skills.The competency-based instruction design of the two units aims to cultivate four core competency connotations in students, such as"A2 Logical Thinking and Problem Solving ", "B1 Symbolization and Expression", "B3 Artistic Cultivation and Aesthetic Literacy", and "C2 Interpersonal Relationships and Teamwork". When designing teaching plans, core competencies were also integrated into the key points of teaching activities to guide students to develop these core competencies in the process of participating in music composition learning tasks. This study collected and analyzed research data through two cycles of action teaching, supplemented by observation, interviews, document analyses, etc., and comprehensively discussed the experiences and reflections of this study in designing and implementing a competency-based music creation instruction program. The main findings of this study are summarized as follows:1. In the first cycle, the competency-based music creation instruction program facilitated students' awareness and creation of musical elements through the design and implementation of teaching themes related to life experiences, multi-sensory learning tools, and group learning methods. 2. The main reflection gained from the first cycle of action teaching is to strengthen the coherence of learning activities and increase opportunities for discussion after group creation tasks. 3. In the second cycle, the competency-based music creation instruction program can stimulate students' creative thinking and application when participating in creation learning by focusing on the evaluation and refinement of created works, using teachers and students' works as examples, and the design and implementation of multiple assessment methods and timings. 4. During the overall implementation of the action teaching, a competency-based music creation instruction cycle development model was gradually formed. It was observed that students improved their autonomous learning and communication skills in music creation activities. Finally, according to the research results, related suggestions were proposed for music teachers and future research, hopingto provide useful guidance for future teaching practices and research development.