“邁向藝術”課程模式應用於國小五年級學童編曲創作知能之研究

Music Arranging Ability of Fifth-Graders: An Application of Arts PROPEL Curriculum Model

林小玉(Sheau-Yuh Lin)

共識化評量技法 ； 音樂 ； 音樂創造力 ； 編曲 ； 邁向藝術 ； consensual assessment technique ； music ； music creativity ； music arranging ； Arts PROPEL

藝術教育研究

10期（2005 / 12 / 01）

87 - 126

繁體中文

本研究旨在探究國小五年級學童之編曲知能，藉由融入「邁向藝術」課程方案精神的教學實驗，以研究者亦為課程設計者與教學者之方式，試圖回答五個研究問題。研究對象包括兩類，一為台北市某國小五年級一班學生35人，另為六位不同音樂背景之音樂專家審評人。透過文獻探討法、個案研究法、量表調查法與內容分析法，蒐集並分析各類質、量化資料。「邁向藝術」課程模式應用於國小五年級音樂編曲課程，得以下之研究結果，(l)學生能呈現多樣化的編曲知能，惟組別間之表現有落差；(2)學生之編曲記譜策略多元而有彈性，對音高記譜的掌握優於對節奏記譜的掌握；(3)學生之編曲知能確實能隨著時間的演進有相當的進步，特別是在音樂美感通則的掌握與音樂元素之多元化與細緻化；(4)共識化評量技法應用於學童編曲作品之審評具可行性；(5)不同音樂專業背景之審評人在學童編曲作品之看法上並無必然的關係。

The purpose of this study was to investigate music arranging ability of fifth-graders in an elementary school. The nature of Arts PROPEL curriculum was infused into this implementation. The researcher, as curriculum designer and instructor, aimed to answer five research questions. Two categories of subjects were involved, namely, one class of 35 fifth-grade students in Taipei city as well as six music specialist judges of different music backgrounds. Through extensive literature review, case studies, rating scale surveys and content analysis, both qualitative and quantitative data were gathered and analyzed. Results of the application of Arts PROPEL curriculum model for fifth-grade music arranging study were as follows: (1) Fifth-graders' music arranging techniques revealed a certain level of variety while group performances differed; (2) Fifth-graders' approaches in music arrangement notation were versatile and flexible, generally performing better in notating pitches than rhythm; (3) Fifth-graders did make progress in music arranging ability, especially in the aspects of the mastery of general music aesthetic rules as well as the variability and refinement of musical elements; (4) It was feasible to utilize consensual assessment technique in judging fifth-graders' music arranging ability; (5) Music backgrounds did not necessarily correlate between judges' opinions in fifth-graders' music arranging performances.

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