肢體動作應用於高中班級歌唱教學之個案研究

Abstract

本研究旨在探討肢體動作運用於高中班級歌唱教學活動之實施歷程與學習成果，採個案研究法，以研究者任教學校之高一學生為研究對象，選用三民版音樂I中的曲目〈Winter Ｍagic〉為教材，設計並實施肢體動作輔助呼吸、共鳴、發音等歌唱技巧練習之教學方案，透過觀察、訪談、學習單等方式蒐集資料。 在教學方案中，呼吸技巧練習以圓滑樂句氣息支撐為主；共鳴技巧練習含括中聲區連接高聲區共鳴、高聲區連接中聲區共鳴；發音技巧練習含括字尾子音發音，母音〔o〕、母音〔i〕、母音〔ai〕、母音〔a〕發音，以及語韻輕重。研究者針對上述各項歌唱技巧，設計對應的肢體動作策略，並將其運用於歌唱教學。 本研究結論呈現如下： 一、本研究在歌唱教學歷程中，運用特定的肢體動作來輔助呼吸、共 鳴、發音等歌唱技巧教學，同時透過範唱及口語解說等方式引導學 生習唱，能有效提升學生之歌唱表現。 二、參與研究的學生對於呼吸技巧中的圓滑樂句氣息支撐練習、發音技 巧中的 母音〔o〕練習、以及語韻輕重練習所採用的肢體動作，給 予最多正向回饋。 三、參與研究的學生在不加入肢體動作演唱時，有時會忘記要運用所學 過的歌唱技巧。因此教學者須善用複習策略，來協助其將肢體動作 與相對應的歌唱技巧內化，以加深學習印象。 四、參與研究的學生在小組設計自我輔助肢體動作時，通常更能專注投 入歌唱練習，且音樂表現更加豐富，學習記憶也較持久。

最後根據研究結果，對音樂教師與後續研究提出建議，以做為參考之用。

The present study aimed at exploring the process and results of applying body movements to senior high school music classes. Utilizing case study method, the researcher chose subjects from the 10th graders. The English song “Winter Magic” was selected from the music textbook as the teaching material. The singing teaching program applied body movements to facilitate the practice of breath, resonance, and pronunciation. Researching data were collected through observation, interviews and worksheets. In the singing teaching program, the practice of breath skill focused on the breath support of legato phrases. The practice of resonance skill included keeping the same tone from middle register to high register and from high register to middle register. In addition, the practice of pronunciation skill included words’ last consonant, [o], [i], [a], and [ai] vowels, and rhymes. Corresponding body movements were designed to exercise singing skills stated above to facilitate students’ learning. Major conclusions of this study were as follows: 1.Applying body movements in the teaching process of breath, resonance, and pronunciation singing skills with singing demonstration and verbal explanation could effectively improve students’ learning. 2.For the body movement practice, the following areas demonstrated the most positive feedbacks from the subjects: breath support of legato phrases, [o] vowel pronunciation, and rhyme. 3.Sometimes the subjects forgot to use singing skills they had learned when they sang without body movements. Therefore, teachers had to use good review strategies to help students internalize the singing skills with body movement and enhance the learning impression. 4.When the subjects designed their own body movements in groups, they could usually concentrate more on singing, have richer music performance, and keep longer lasting learning memory. According to the research conclusions, suggestions for music teachers and researchers were presented for further references.