臺北市立社會教育館聲樂進階班銀髮族學員學習現況之個案研究 A Case Study of Senior Students’ Learning Status in Taipei Cultural Center Advanced Vocal Class

Date
2013
Authors
郭怡妏
Yi-Wen Kuo
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Abstract
本研究之目的在瞭解臺北市立社會教育館聲樂進階班之銀髮族參與社會音樂教育的現況,並且探討該班之銀髮族參與社會音樂教育受背景變項影響之情形。本研究採用個案研究法,使用研究者自編之「臺北市立社會教育館聲樂進階班銀髮族學員之背景與參與該班學習情況之調查問卷」作為研究工具,以臺北市立社會教育館聲樂進階班(2012年春季班)中滿60歲之學員(N=42)為研究對象,實施問卷調查,共得有效問卷42份,回收率100%,再從該問卷中篩選訪談對象,藉由問卷與半結構性訪談,以回答本研究之待答問題。研究結果如下: 一、臺北市立社會教育館聲樂進階班之銀髮族參與社會音樂教育之現況:(一)該班銀髮族參與社會音樂教育之種類,集中傾向歌唱類別;(二)該班銀髮族參與社會音樂教育之動機分為五大面向:熱愛音樂、仰慕名師、分享聯誼、自我實現、健康促進;(三)該班銀髮族持續參與社會音樂教育之原因分為五大面向:身心狀況良好、時間分配得宜、音樂修習偏好、同儕共學努力、授課教師魅力;(四)該班銀髮族參與社會音樂教育之感受有四項:學習明顯感進步、習唱深具挑戰性、課程有趣不枯燥、互相幫助向前行。 二、臺北市立社會教育館聲樂進階班之銀髮族參與社會音樂教育受背景變項影響之情形:(一)性別:男性較不受影響,女性受影響較大;(二)職業、退休與否:與職業之關係不大,與退休與否關係較大;(三)個性:無明顯受影響。(四)音樂學習經驗、舞台展演經驗影響:過去經驗能帶來一些增強功能,但直接影響不大。 三、臺北市立社會教育館聲樂進階班之授課教師與學員對該班之看法:(一)聲樂「團體教學」的優勢為:當局迷旁觀清、相互鼓勵切磋、個性得以調整、免去獨唱壓力、情感聯誼交流、學費便宜親人、他人錯為借鏡;劣勢則為:教材進度規劃困難、學員程度參差不齊、無法立即得到回饋;(二) 「銀髮族」歌唱學習之優勢為:學習時間較充裕、與教師年歲接近情誼佳、不願錯失學習機會而努力加倍;劣勢則為:功能固著易固執己見、身體機能退化並影響學習參與;(三) 該班學員之習唱動機為:想學習歌唱技巧、想學習廣泛的發聲技巧;(四)學員感受到的進步與突破有:發聲法、音樂整體素養、背譜能力;感到困難的部分則有:發聲法、語言咬字、歌曲詮釋。 最後,本研究依據研究結果,分別對政府機關、授課教師、銀髮族學員及未來研究者提出建議。
The primary objective of this paper was to study the current situation of seniors’ participation in music education in society. It also investigated how seniors’ background factors influenced their motivation to participate in music education in society. Questionnaires, devised by the researcher, were used for collecting data from the Taipei Cultural Center Advanced Vocal Class in this case study. The subjects were students of the Advanced Vocal Class who are over 60 years old (N = 42). A total of 42 surveys were conducted with 100% response rate. In addition, some survey participants were chosen for interviews. Through the conducted survey and semi-structured interviews, the results were analyzed into the following findings. 1. The situation of seniors participation in the music education in society could be stated as: (a) Seniors participated in various types of music, focusing on the vocal type; (b) Reasons of their participation can be subdivided into five categories: passion for music, reputation of mentor, socializing, self-enrichment and health improvement; (c) The five reasons for silver peer to continue participating included: healthy mind and spirit, adequate time management, self interest in music, desire to sing with others, and mentor’s charm; (d) Overall, the feedbacks from the silver peers who participated in music education in society consist of improvement in learning, challenging but yet interesting materials, helping each other and working together. 2. The impact factors between seniors background and their participation in music education in society: (a) Gender – easier for male students to participate and more difficult for female students;(b) Occupation and retirement – less of a factor in occupation and more in whether participant retired or not; (c) Personality influence – not a very influential factor; (d) Music learning experience/stage experience – past experience can help students in learning, but it was not a significantly influential factor. 3. Taipei Cultural Center Advanced Vocal Class – Feedbacks from mentor and students included: (a) Advantages of group learning: a spectator sees better than the chess player, encouragement with each other, self-improvement in personality, avoid solo pressure, friends making, less tuition, learn from others’ mistakes. Disadvantages of group learning included: challenging to put together materials for everyone, different capabilities among students, unable to know self mistakes right away; (b) Advantages of seniors vocal learning: plenty of time for learning, closer relationship with the mentor, and working hard for every opportunity to learn. Disadvantages included: hard to change already developed habits, and deteriorated body functions; (c) Motivations of the students included: improving vocal techniques, learning various methods to generate sounds; (d) Breakthroughs and improvements from students: vocal techniques, overall music quality, and score memorizing. Challenges and difficulties from students: vocal techniques, dictions, and interpretation. Finally, this paper proposed suggestions to government facilities, instructor, senior students, and future research base on the findings.
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銀髮族, 社會音樂教育, 臺北市立社會教育館聲樂進階班, 聲樂學習, Seniors, Music Education in Society, Taipei Cultural Center Advanced Vocal Class, Vocal Learning
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