聞樂起舞應用於八年級音樂欣賞教學之行動研究

Abstract

本研究旨在探討聞樂起舞應用於八年級音樂欣賞教學的實踐歷程與學習表現，採取「行動研究法」，以研究者任教之學校，兩個八年級班級38位學生為研究對象，採用國民樂派兩首樂曲為教材，透過聞樂起舞，設計實施兩循環共七週，每週一節45分鐘之音樂欣賞行動教學方案。透過觀察、訪談與問卷等方法蒐集之資料，進行分析研究，並獲得以下結論。 一、本研究之聞樂起舞應用於音樂欣賞教學方案，在教學歷程中，以聆聽為主軸，並先透過非移動性的肢體動作進而運用移動性的肢體動作，再佐以身體不同感官，引導學生自主性地去體驗分析樂曲，可有助於學生更專注聆賞樂曲，並能在聞樂起舞展演時將樂曲的架構與音樂內涵展現出來。 二、本研究之聞樂起舞應用於音樂欣賞教學方案，在教學歷程中，教師角色的調整與教師口語、聲調之覺察，配合小組討論發表樂曲情境脈絡的提問，可有效提升學生學習興趣及展現自我對樂曲的感知與意識。 綜觀上述，聞樂起舞應用於音樂欣賞教學，可引導學生自主體驗及感受音樂，並可提升學習興趣及對樂曲之感受；因此，本研究之研究成果將可供音樂教師及未來研究者作為音樂欣賞教學參考之用。This study aimed to explore the practical process and learning performance of the plastique animée applying in music appreciation instruction. In this study used action research method to teaching two classes 38 eighth graders taught by the researcher. The teaching materials chose two composition of the nationalism. The researcher designed and implemented music appreciation action teaching program applying the plastique animée. The instruction consisted two circles of seven weeks and 45-minute per week. Analysis and study the data collected through observation, interviews and questionnaires, and obtained the following conclusions. 1.The plastique animée applying in music appreciation instruction teaching process needed to use the auditory as the main axis. Afterward, first the nonlocomotor movements and then the locomotor movements with the different senses of the body can be induced sequentially for further guide students to experience and analysis music composition autonomously. This way of teaching implementation can assist the students focusing on listening to composition, and represent the music form and content in the performance of the plastique animée. 2.By applying plastique animée in music appreciation instruction, the teaching performance such as the students’ interest in learning, expression of their own consciousness as well as the awareness of composition can be effectively enhanced by adjusting role, akaking spoken language and tones of teacher. Beside, in this stage, each student cooperated with groups while discussed about the context of music composition is also required. In accordance with conclusion discussed above, the plastique animée applying in music appreciation instruction could guide students to experience and feel the music independently. Thus, further enhance the interest of learning and the feeling of composition. Therefore, plastique animée applying in music appreciation instruction is suggested in music teacher and other related researcher lectured for improving teaching effectiveness.