Action Research on Applying Rhythm-Pattern Basic Typeto Grade 6 Rhythm Teaching

• Main Authors: Ping-ying Ouyang, 歐陽冰瑩
• Other Authors: Zhen-Chuan Chen
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/56681615271069075395

碩士 === 國立臺南大學 === 教管所音樂科教學碩士班 === 93 === The main theme of this study lies in understanding the efficiency of applying rhythm-pattern basic type into designing and realizing elementary school''s rhythm teaching project. As Chen Zhen-Quan mentioned in 《Music Primary Training》 brochure, he includes Hugo Riemann''s six rhythm-patern basic types in context, in which he uses the mothod of dividing and combining to assembly primary rhythm and its variations. Later, I use rhythm teaching''s relevant theories and learning methods to constitute strategy and design teaching progress. In addition, I gather 64 students of the sixth grade as the targets and perform 18-week rhythm teaching activity, from which I analyze the evaluation results and make comparisons in order to understand teaching efficiency and evalute the feasibility of the teaching strategy from the teaching process and feedbacks. From the findings and results of the study, I have the conclusions as follows： 1. The teaching context of rhythm-pattern basic type is helpful in increasing the efficiency of rhythm teaching. 2. Sustainable rhythm teaching is helpful in extending students'' ability in rhythm. 3. In the teaching of ensemble performance, using rhythm-pattern basic type to perform primary rhythm and its variations simultaneously or f alternate is better than performing only with syllablic rhythm. 4. The "combination and division" method is the best teaching strategy for rhythm-pattern basic type teaching. Having students use the method to chang the rhythm-pattern basic type into various rhythms can increase students'' confidance and familiarity as well as enhance their motivation. 5. For the students on the average and those below the average, rhythm-pattern basic type teaching can improve their abilities in rhythm distinctively. 6. The students who have been taught the rhythm-pattern basic type do better than those who haven’t been taught the method in the test of duet rhythm. Finally, the researcher would provide suggestions individually for music teachers,material writers/editors, education institutions, and future researchers.