音樂劇教學融入部落服務實習之研究

Abstract

儘管音樂劇的實務發展與學術研究方興未艾，但關於音樂劇教學的文獻仍屬鳳毛麟角。研究者為106學年度花蓮縣（國民中學藝術與人文領域――表演藝術專長）碩士級師資培育原住民公費生，並於2018年與2019年暑假，在臺灣花蓮履行部落服務實習的義務。本研究的目的在透過音樂劇教學融入部落服務實習的過程，探討部落服務實習政策、原住民部落與學生教育，及音樂劇教學融入部落服務實習之應用。研究場域為研究者的部落服務實習地點 : 花蓮縣立化仁國民中學、東昌長老教會和達拉讚（Taracan）部落；研究時程為2018年2月至2020年5月。本研究為質性研究，分析與取得資料的方法包含田野研究、參與觀察、次級資料分析法、文件分析法，並以訪談調查法獲得原住民牧師、原住民協同教師、原住民學生、偏鄉教育學者、部落服務實習生等多方資料。研究結論如下：一、師資培育公費助學金及分發服務辦法第八條，針對部落服務實習之時數、服務方式應有明確規定，但保有實施彈性。二、音樂劇的學習之於原住民應回到全人教育及文化的本質，而非作為生產目的。三、音樂劇教學融入部落服務實習，應以部落意識及族群認同作為課程設計和教學理念核心。

Although the practical development and academic researchabout musical theatre are increasing, the literature on musical theatre teaching is still insufficient. The researcher is an Indigenous State-Financed Student (Master-Level) in 106 Academic Year of Hualien County (Arts and Humanities Areas with the Expertise of Performing Arts in Junior High School). During 2018 and 2019 summer, the researcher practices his duty of Service-Learning Practicum with Indigenous Community in Hualien County. The research question centers on how to apply musical theatre teaching into Service-Learning Practicum with Indigenous Community. The research context is the place where the researcher practices his duty: Hualien County Hua-Ren Junior High School, DuChuang Presbyterian Church, and Taracan indigenous community from February 2018 to May 2020. The qualitative research methods include Field Study, Participant-as-Observer, Secondary Analysis, Documentary Research, and Semi-Structured Interview. The interviewees are indigenous pastor, indigenous collaborative teacher, indigenous students, rural education scholar, and Indigenous State-Financed Students. The researcher concludes: First, the regulations of Service-Learning Practicum with Indigenous Community should be clear and flexible. Second, learning through musical theatre should focus on holistic education and cultural essence, rather than career-driven training. Third, applying musical theatre teaching into service-learning practicum with indigenous community should put indigenous awareness and ethnic identity as essence of curriculum design and teaching philosophy.