國小高年級學生音樂聆聽情緒與偏好之研究

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2017

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本研究旨在探究國小學童對現行藝術與人文音樂教科書音樂欣賞曲之聆聽情緒及偏好,並探討不同性別、年級、音樂經驗及性格等背景變項之差異。研究方法為問卷調查法,工具包含「音樂偏好與音樂聆聽情緒問卷」及「人格特質量表」,施測對象為臺北市、新北市、臺中市及高雄市各一所國小之五、六年級學童,共1032人。 調查所得資料經描述性統計、t檢定、單因子變異數、卡方檢定及皮爾遜積差相關分析後,研究結果如下: 一、藝術與人文音樂欣賞曲最常使學童感受到「激動的」情緒;不同音樂元素的樂曲,會使學童產生不同的聆聽情緒:學童在曲速偏快、大調的樂曲會容易感受到「激動的」或「有活力」的情緒;曲速偏慢則較容易有「悲傷」的感受;管弦樂編制的樂曲較獨奏曲更有「激動的」或「有活力的」的感受,而人聲則比器樂更容易使學童感受到「激動的」情緒。 二、不同年級、性別及音樂經驗的學童,其音樂聆聽情緒有差異,六年級學童對樂曲的聆聽情緒反應較五年級一致。女生對樂曲的聆聽情緒反應較一致。低音樂經驗學童的聆聽感受較不同於中、高音樂經驗學童。性格在音樂聆聽情緒的差異不大,僅有「外傾性」性格與其他性格聆聽感受較不同。 三、學童對藝術與人文選曲趨於喜愛,但不同性別、音樂經驗及熟悉度對學童音樂偏好有差異。女生整體偏好高於男生。中、高音樂經驗的學童對樂曲的偏好程度較低音樂經驗的學童高。不同性格中,「和善性」對樂曲的偏好程度最高,「外傾性」偏好程度最低。學童對熟悉的樂曲,有較高的音樂偏好。 四、音樂聆聽情緒與學童整體音樂偏好有相關,學童喜愛聆聽情緒為「快樂的」樂曲,較不喜愛感到「嚴肅的」或「悲傷的」樂曲。另外,男生喜愛聆聽情緒為「激動的」、「有活力的」的樂曲;而女生對感受到「夢幻的」樂曲偏好程度較高。
The purpose of this study is to investigate the listening emotions and music preferences of the elementary school students. Scales and questionnaire were applied to 1032 fifth and sixth graders and the data was analyzed by descriptive statistics, t-test, one-way ANOVA, Chi-square test and Pearson correlation. The results are as follows: 1.Among all the emotions, students felt agitated most while listening the music appreciation songs from the music text books. 2.Different musical elements aroused students’ different listening emotions. Students perceived agitated or vigorous emotions from songs in fast tempo and in major tonalities; while they felt sad from songs in slow tempo. Orchestral music rather than solo instrumental music made the students agitated or vigorous. 3.Students from different backgrounds have different listening emotions and music preferences while listening the music. 4.Students highly preferred music appreciation songs from the music text books. 5.The listening emotions are related to students’ music preferences. Students enjoyed happy songs and disliked the songs made them sad or serious.

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音樂聆聽情緒, 音樂偏好, 國小學童, 音樂欣賞, music listening emotion, music preference, elementary students, music appreciation

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