『吾與倫比』曲調創作在國小高年級藝術與人文課程教學研究

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题名:	『吾與倫比』曲調創作在國小高年級藝術與人文課程教學研究
其它题名:	Action Research on "Unrivaled Program" Regarding to Melodic Creations for Elementary School Students--Example of the Grade 6
作者:	陳榮順 Chen, Jung-Shun
貢獻者:	建築與景觀學系環境藝術碩士班郭建慧 Chien-Hui Kuo
关键词:	伴奏型態;樂句;動機;曲調創作;作曲技巧 accompaniment patterns;motive;melodic creativities;sencente;composing skills
日期:	2014
上传时间:	2014-11-21 10:08:43 (UTC+8)
摘要:	「吾與倫比」主旨在探討曲調創作，在國小高年級藝術與人文課程教學，對高年級學童創作動機，創作態度，音樂成就，口唱能力的影響。更希望藉由這套教學課程，能引起學生對音樂的共鳴，不再視音樂為洪水猛獸，不再認為成為下一個周杰倫是一件遙不可及的夢想，甚至能超越周杰倫在華語樂壇的影響力。採行動研究法，以嘉義市-僑平國小六年級所有的學生為研究對象。選擇流行歌曲──周杰倫「聽媽媽的話」及德國民謠──「小蜜蜂」為教學素材，以歌曲中的曲式、節奏、旋律，和聲與歌詞的關係，設計三個單元的主題課程以提升音樂教育的教學品質。一、高年級學生可以透過「吾與倫比」的課程設計，循序漸進的學習得曲調創作能力。二、高年級學生在編曲課程中，學習得伴奏型態，能進一步了解伴奏對樂曲風格的影響。三、認知方面:(一)、學生能認識樂曲是由動機→樂句→樂段→樂曲。(二)、認識曲調的結構。四、技能方面: (一)、學生能運用作曲技巧，模進、反覆、逆行將動機發展成完成曲調。(二)、學生能配合各種不同的速度變化來創作曲調。(三)、學生能利用各種不同的伴奏型態使樂曲能有不同的風格如:寧靜的、平穩的、抒情的、輕快的、搖滾的……等等。五、情意方面:(一)、學生能體會創作的樂趣。(二)、學生能藉由創作的發表與分享，體會創作者作品想要表達的想法。　　The purpose of "Unrivaled Program" is mainly to explore the melodic creativities for the 6th grade students in elementary schools. This program is taught in Arts and Humanity courses that will improve higher grade students in creative motives, creative attitude, musical achievement and oral singing ability. Teachers hope this curriculum can enhance students’ musical sympathy. In addition, students never considering music course is a scourge, and the next Jay Chou is never a distant dream. Moreover, students are capable of exceeding Jay Chou’s influence in Chinese popular music. This study applied action research on 6th grade students of Giao Ping Elementary school in Chai Yi City. The research chose pop music -Jay Chou’s "Listen to Mama" and a German folk song “Little Bee” as teaching materials. Accompanying with selected songs in form, rhythm, melody and harmony related to lyrics, the research was divided into 3 units of theme courses to improve the teaching quality of music education.The results show that:1. students can equip with the capability of melody creation gradually through the “Unrivaled Program” curriculum2. students learn the different types of musical accompaniment patterns in composing class and further understand its effects to the musical styles.3. In the cognitive aspects: (1) students can acknowledge the musical section including motive, phrase , period (2) students can understand the structure of tune4. In the skill aspects:(1) students know how to transform the motive into completed melody by using the skill of composing through imitation >> repletion and retrograde(2) students know how to create the melody through meeting the variety of speeds(3) students know how to take advantage of different types of musical accompaniment patterns for presenting varieties of musical styles such as: tranquil, smooth, lyrical, brisk, rock, etc…5.In the affective aspects:(1) students can experience the joy of musical creation(2) students can experience the thoughts of creators through the musical works publication and share
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