| Summary: | 碩士 === 國立台北師範學院 === 音樂研究所 === 92 === The purpose of this study was to investigate melodic-aural ability of fourth- grade children in the elementary school and to analyze how gender and after-school musical activities, including outside and inside school, affect a student’s melodic-aural ability.
The methods of this study included survey and correlation. The samples included 672 fifth-grade students, 342 boys and 330 girls, in Taoyuan city in Taiwan, R.O.C. A research developed Melodic-Aural Achievement Test (MAAT) was applied to collect the data. MAAT consisted of four subtests: pitch discrimination, melodic-profile discrimination, intervals discrimination and melodic-tonality discrimination. Data of the survey was analyzed via descriptive statistics, item analysis, interval estimation, Pearson correlation, two-way ANOVA, and Scheffe analysis statistical procedures.
According to the results, the researcher discussed and summarized several points of each subtest as follows:
1. Melodic-aural ability of fourth grade children in elementary school:
1) As to overall melodic-aural ability, subjects did melodic-tonality discrimination and melodic-profile discrimination rather well, but they did not do as well on intervals discrimination and pitch discrimination.
2) As to pitch discrimination, the wider the intervals, the easier for subject, to distinguish, except the interval of the third. Generally, their aural ability in pitch discrimination seemed not good enough.
3) As to melodic-profile discrimination, “register” and “melodic-contour” had
stronger effects than “note’s numbers”. Among them, the tests of bass clef and original-transposition were more difficult than the others. Generally, their aural ability in this subtest seemed good enough.
4) As to intervals discrimination, “up or down direction” influenced more than “degrees apart” and “register” on this topic, up- direction was easier than down-direction. Generally, it showed slight difficulty for subjects, to distinguish intervals.
5) As to melodic-tonality discrimination, modality-melody was easier to be distinguished than mode-melody when changed the ending tone. Generally, their aural ability in this subtest seemed good enough.
2. The effects of two attribute variables:
1) There was no significant interaction observed between gender and after-school musical activities.
2) Even though girls showed better scores than boys in whole melodic-aural ability or each subtest, but the difference made by “gender” had reached the level of significance only on whole melodic-aural ability (α=0.05) and melodic-tonality discrimination (α=0.01).
3) The difference made by “after-school musical activities” had all reached the level of significance (α=0.01) for the whole or each subtest.
4) But “after-school musical activities” in-school hadn’t reached the level of significance on melodic-tonality discrimination.
5) The more “after-school musical activities”, the better melodic-aural ability.
6) No significant difference between those attend different after-school musical activities for the whole or each subtest
Based on the research results, the researcher proposed suggestions for middle-grade aural teaching, high- grade aural teaching, music teachers, schools, parents, education administrations, and future studies.
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