國民中學藝術與人文音樂創作教學之個案研究
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2013
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本研究旨在探討國民中學藝術與人文音樂教師之音樂創作教學實務。本研究以一位具有豐富音樂創作教學經驗之國民中學音樂教師為研究對象，採用質性取向之描述性個案研究，以單一個案整體設計為分析單位，透過深度訪談及長期觀察進行資料蒐集，並將所獲得之資料進行歸納與分析。以下依據研究發現與詮釋，呈現本研究之結論：
一、個案音樂教師相信音樂創作是一種自然的本能，每個人心中都應有旋律幼苗的存在，故其以音樂創作教學為教學核心，透過計畫性、階段性的引導，達成每位學生皆能創作一首樂曲為目標。
二、個案音樂教師以律動教學增強學生的音樂聆聽能力，並從中建立教室管理機制與培養良好師生互動關係，為音樂創作教學做好完善預備。
三、個案音樂教師認為音樂創作教學有兩項主要價值，第一項為培養學生喜愛自己的創作，並能自我省思、了解與肯定，且成為自我表達的一種新途徑；第二項為透過音樂創作教學的過程，讓學生們能瞭解原創作品的獨創性，珍視原創作品，進而學習尊重他人。
四、在七年級音樂創作教學中，個案音樂教師進行直笛即興與樂曲改編教學。在直笛即興教學上，以仿奏練習開始，經過集體即興、即興接龍、創作概念引導、小組即興接龍後，達成個人即興吹奏之目標；在樂曲改編教學上，以直笛教本中的練習曲為改編教材，從接龍吹奏開始，進而引導節奏改編與即興吹奏。
五、在八年級音樂創作教學中，個案音樂教師分為兩階段進行教學。第一階段為樂曲改編教學，讓學生改編熟悉的直笛樂曲之旋律與節奏，並以簡譜紀錄吹奏；第二階段為分組創作與發表，學生分工合作進行旋律與歌詞創作，並透過直笛吹奏或人聲演唱的方式完成創作發表。
六、個案音樂教師善用多種策略於音樂創作教學中，階段性的建立起安全、安心的音樂創作環境，讓學生在自由、放心的心理狀況下，盡情揮灑其創意。
本研究依據研究結果提出數項建議，供有心致力於音樂創作教學之音樂教師與未來後續研究作為參考。
關鍵詞：國民中學藝術與人文、音樂創作教學、即興、改編、作曲
This study aimed to investigate the practices of music creation instruction at the junior high school level. The qualitative-oriented descriptive case study was adopted to study one junior high school music teacher who has abundant experience in music creation instruction. With single-case holistic design for analysis unit, in-dept interview and long-term observation data was collected and analyzed. Based on the research findings and interpretation, the conclusions of this study were presented as follows: First, the case music teacher held strong belief in that creation was a human nature, and that everyone had one’s melody seedling. She thus put music creation instruction at the core of her teaching. Through systematic and sequential guidance, she was able to reach the goal of every student completing one music composition. Second, the case music teacher utilized eurhythmics teaching to enhance students’ music listening ability as well as to build up class management mechanism and foster affable teacher-student interactive relationship in order to pave the way for music creation instruction. Third, the case music teacher identified two major values of music creation instruction. One was that it could help students to adore their own works and to undergo self-reflection, self-understanding as well as self-acceptance, forming a new approach for self-expression. The other had to do with that it could help students, through the process of music creation instruction, comprehend the uniqueness of original works, value them and even learn to have respect for others. Fourth, the case music teacher conducted recorder improvisation and music arrangement instruction to grade seven students. Regarding recorder improvisation teaching, she started with imitation practices, followed by group improvisation, improvisation take-turn, composing concepts delivering as well as group take-turn to accomplish the individual recorder improvisation goal. As to the music arrangement teaching, she utilized the textbook-based recorder exercises as arranging material and begging with recorder playing take-turn to instruct rhythmic arrangement and improvisation performing. Fifth, the case music teacher conducted two-stage instruction to grade eight students. The first stage had to do with music arrangement teaching. She designed for students to arrange familiar melodies and notate with the number system. The second stage involved group composition and presentation, in which students team worked to compose melodies and lyrics as well to present their works. Sixth, the case music teacher was good at employing multiple approaches in music creation instruction. Through the sequential design, students were able to demonstrate their creativity freely and assured in such a safe and inviting environment. The researcher proposed several suggestions based on the research findings, hoping to serve as references for future studies and for those music teachers interested in music creation instruction. Keywords: junior high school arts and humanities, music creation instruction, improvisation, arrangement, composition
This study aimed to investigate the practices of music creation instruction at the junior high school level. The qualitative-oriented descriptive case study was adopted to study one junior high school music teacher who has abundant experience in music creation instruction. With single-case holistic design for analysis unit, in-dept interview and long-term observation data was collected and analyzed. Based on the research findings and interpretation, the conclusions of this study were presented as follows: First, the case music teacher held strong belief in that creation was a human nature, and that everyone had one’s melody seedling. She thus put music creation instruction at the core of her teaching. Through systematic and sequential guidance, she was able to reach the goal of every student completing one music composition. Second, the case music teacher utilized eurhythmics teaching to enhance students’ music listening ability as well as to build up class management mechanism and foster affable teacher-student interactive relationship in order to pave the way for music creation instruction. Third, the case music teacher identified two major values of music creation instruction. One was that it could help students to adore their own works and to undergo self-reflection, self-understanding as well as self-acceptance, forming a new approach for self-expression. The other had to do with that it could help students, through the process of music creation instruction, comprehend the uniqueness of original works, value them and even learn to have respect for others. Fourth, the case music teacher conducted recorder improvisation and music arrangement instruction to grade seven students. Regarding recorder improvisation teaching, she started with imitation practices, followed by group improvisation, improvisation take-turn, composing concepts delivering as well as group take-turn to accomplish the individual recorder improvisation goal. As to the music arrangement teaching, she utilized the textbook-based recorder exercises as arranging material and begging with recorder playing take-turn to instruct rhythmic arrangement and improvisation performing. Fifth, the case music teacher conducted two-stage instruction to grade eight students. The first stage had to do with music arrangement teaching. She designed for students to arrange familiar melodies and notate with the number system. The second stage involved group composition and presentation, in which students team worked to compose melodies and lyrics as well to present their works. Sixth, the case music teacher was good at employing multiple approaches in music creation instruction. Through the sequential design, students were able to demonstrate their creativity freely and assured in such a safe and inviting environment. The researcher proposed several suggestions based on the research findings, hoping to serve as references for future studies and for those music teachers interested in music creation instruction. Keywords: junior high school arts and humanities, music creation instruction, improvisation, arrangement, composition
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國民中學藝術與人文, 音樂創作教學, 即興, 改編, 作曲, junior high school arts and humanities, music creation instruction, improvisation, arrangement, composition