Effects of the Creative Thinking Strategies Instruction on Melodic Composing Learning of Elemetary Students

• Main Authors: Chen, Yu-Chia, 陳祐加
• Other Authors: Chau-Yang Lin
• Format: Others
• Language: zh-TW
• Published: 1997
• Online Access: http://ndltd.ncl.edu.tw/handle/47250906037849648835

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.