應用「整合性音樂素養」於國小藝術才能音樂班五年級合唱課之行動研究

Abstract

本研究旨在探討運用「整合性音樂素養（Comprehensive Musicianship，以下簡稱CM）」於國小藝術才能音樂班五年級合唱課之行動研究結果。 本行動研究以桃園市開心國小（化名）藝術才能音樂班五年級學生為研究對象，研究者依據CM精神與原則，及研究對象音樂能力，以兩首合唱作品為基礎，設計適合學生程度之自編合唱活動設計，於一○五年三月十八日至一○五年五月六日實施課程，共八堂課、兩個循環。課程實施搭配教學觀察紀錄、教學日誌與省思札記、訪談紀錄表、學生心得回饋單等研究工具，將所蒐集之資料進行分析研究，以求得質的結果。 本研究之發現如下： 一、 應用CM於藝術才能音樂班五年級合唱課，其研究課程設計理念、教學目標與課程內容係依照CM精神進行設計，在學生現有音樂能力下進行「力度」、「頑固低音」、「音樂織度」、「曲風」之教學，引導學生重新認識與歸納音樂元素，同時與樂曲之作品背景、國家及語言連結，學生從中獲取音樂分析、即興及演唱之能力。 二、 應用ＣＭ於藝術才能音樂班五年級合唱課之教學歷程，從遭遇困難及解決方式中，逐步完成兩個循環教學。教師在第一循環教學歷程中，遭遇課程設計內容不夠豐富、未讓學生主動思考、時間掌握不當……等問題，在與協同教師深入討論後，針對發現問題進行改善，將上述問題予以改進，使第二循環課程得以順利進行。 三、 應用ＣＭ於藝術才能音樂班五年級合唱課，學生在分析、創作及演唱方面展現學習成果： 1. 學生分析能力明顯提升。兩個循環教學後，學生更注意譜上力度記號、鋼琴伴奏旋律、聲部間關係……等方面音樂元素，可從學生課堂中表現及期末實習音樂會上歌唱表演得知。 2. 學生即興能力明顯提升。學生模仿教師給予的即興示範，在限定音樂元素範圍內，進行思考並創作，每位學生皆能做到一小節的即興創作。 3. 學生演唱能力明顯提升。課程中的音樂分析與即興創作活動，學生皆以歌唱方式表達；期末班級實習音樂會之合唱節目，學生透過歌聲，將課堂內分析之音樂內容充分表現出來。

This action research was conducted to investigate the application result of Comprehensive Musicianship (CM for short) to a choral course for the 5th-grade elementary music talented class. The student participants were from the 5th-grade music talented class in Happy Elementary School (pseudonym) in Taoyuan City. The researcher chose two choral works and self designed choral course lesson plans that were up to students’ ability based on the nature and principles of CM. The research lasted from March 18th to May 6th, 2016. A total of 8 classes and two cycles were implemented. Research instruments of observing records, teachers journal and reflection log, interview recording tables as well as students feedback forms were utilized for qualitative data collection and analysis. The findings of this study were as follows: Firstly, in order to apply CM to a choral course for the 5th-grade elementary music talented class, the researcher self designed choral course lesson plans that were up to students’ ability based on the nature and principles of CM. Specifically, the researcher implemented teaching themes of “dynamics,” “ostinato,” “music texture” and “music style” to guide students to thoroughly study musical elements. The composing backgrounds, nations information and languages of the choral works were involved and integrated in the teaching to help foster students’ ability in music analysis, music improvisation and music performing. Secondly, the process of applying CM to a choral course for the 5th-grade elementary music talented class met with various difficulties and the researcher managed to solve the problems encountered in the two action research cycles. In the first teaching cycle, the teacher failed to come up with a versatile teaching content, to offer students more room for active thinking, or to do well in time management. All these problems were, after repeated and deep discussion with team-teaching colleagues, resolved to pave way for a much smoother second cycle. Thirdly, regarding the learning outcomes of students through the application of CM, students obtained satisfying achievement in music analysis, creation and performance: 1) Students significantly improved their analysis ability. After two cycles of instruction, students were found to be more alert in dynamics markings on the score, the melody of the accompaniment part, and the relationship between voice parts, which was observed from the in-class performances as well as the end-of-semester concert. 2) Students made great progress in their improvisation ability. They were able to imitate the teacher’s improvisation demonstration and improvise for one measure within guided musical element restrictions. 3) Students performed much better in their singing presentation. Students were able to sing for music analysis and improvisation; they also did a good job in their choral singing at the end-of-semester concert, exemplifying what they had learned in music analysis.