| Summary: | 碩士 === 國立台中師範學院 === 國民教育研究所 === 85 === Effects of the Creative Thinking Strategies Instruction
on Melodic Composing Learning of Elementary Students
The purpose of this study was to explore the effects of melodic
composingteaching program, which was designed based on the
Creative Thinking Strategiesapplied by researcher, on melodic
composing learning of elementary students.The main purpose of
this study were as followed : 1. To explore the effects of"
creative thinking strategies instruction" and "refering to
musical teaching-guidebook instruction" on the creativity in
melodic composing , and the studyattitude in music lessons of
elementary fourth-grade students.2.To explore thedifferences
between the students who have extra-curricular musical
learningexperience and the students who have none of it on the
creativity in melodiccomposing, and the study attitude in music
lessons. A quasi-experiment withpretest-posttest
nonequivalent control-group design was used in this study.
Thesubjects were two regular classes of fourth-grade
students, respectivelyselected from Shing-Iei and Her-Tsuh
Elementary Schools in Taichung city. Thetwo classes in each
school were randomly assigned to Experimental group
andControl group. Experimental group received " creative
thinking strategiesinstruction",while the control group
received"refering to the musical teaching-guidebook instruction"
. The experiment was conducted for 12 weeks and times.
Measurements of this study include : (a) the test of Creative
Thinking inMelodic Composing(Form A)(b)the test of Creative
Thinking in Melodic Composing(c)the Study Attitude in Music
Lessons Inventory.Through the pretest and post-test, the valid
sample obtained were 124 in the part of test , 171 in the partof
inventory.The collected data were analyzed by two-way ANCOVA and
ANOVA withinstruction method and extra-curricular musical
learning experiences as theindependent variables,the pretest
scores as the covariates,the posttest scoresas the dependent
variables to test the hypotheses of this study.The conclusionof
this study are drawn as follows: Regrading the creativity
in melodiccomposing : 1. Creative thinking strategies
instruction of this study showsbetter effects than refering to
the musical teaching-guidebook instruction onfluency and
elaboration in melodic composing of subjects. 2.After
experimentaltreatment, the students who have extra-curricular
musical learning experienceare significantly better than the
students who have none of it on fluency andelaboration in
melodic composing.Regarding the study attitude in music
lessons:1.Creative thinking strategies instruction of this study
shows better effectsthan refering to the musical teaching-
guidebook instruction on promotingsubjects'' participation in
music lessons , intrest in music composing , andlowering their
resist to music lessons. 2. There are no significant
differenceon promoting subjects'' confidence toward musical study
between"creative think-ing strategies instruction " and
"refering to the musical teaching-guide bookinstruction". 3.
After experimental treatment , the students who have extra-
curricular musical learning experience are significantly
better than thestudents who have none of it on confidence
toward musical study and intrestin music composing. 4. After
experimental treatment , there are no significantdifference on
participation in music lessons and resist to music
lessonsbetween the students who have extra-curricular musical
learning experienceand the students who have none of it.
Finally, based on the findings and limitof this study, some
recommendations about instruction in elementary school
andfurther study in this field are offered.
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