| Summary: | 碩士 === 臺北市立師範學院 === 音樂藝術研究所 === 93 === The purpose of this study was to design, for upper-grade level elementary students, a feasible music appreciation curriculum program that utilized popular music elements as preliminaries to classical music. The effectiveness of students’ learning outcomes, the effectiveness of teacher’s instruction, the interaction relationship between the instructor and the students, and the impact of students’ musical preference were examined. Qualitative approaches were the primary research methodologies, with quantitative data as auxiliary information. Subjects consisted of one intact class of 25 sixth-grade elementary students of Taipei city. The instruction experiment lasted for two months.
Contents of the instruction experiment involved musical elements described by Boardman et al., together with the corresponding sixth-grade teaching materials prescribed by the 1993 Elementary School Music Curriculum Standards. The similar characteristics of musical elements between Chinese popular music and classical music was implemented as foundations of instructional design. Besides, the transfer learning theory of identical elements, the creative-infused curriculum perspective as well as the music appreciation instructional strategies were adopted for curriculum development. A curriculum program of beginning with the study of popular music elements then shifting to classical music appreciation was activated to investigate the feasibility of popular music-induced music curriculum development.
Data was collected and analyzed from literature review, qualitative anecdotal records, interview and “Self-Report Questionnaire of the Preferences of Popular Music and Classical Music.” Based upon data analysis and results discussion, the following conclusions were drawn:
1. The contents and characteristics of the popular music-induced music curriculum matched the preference of most upper-grade level elementary students, and thus triggered students’ learning interests and promoted more active participation as well as overall learning motivation among students.
2. The implemented music appreciation curriculum program that utilized popular music elements as preliminaries to classical music offered students more adaptive, rich, meaningful and fun music-learning experiences.
3. The music appreciation curriculum program that utilized popular music elements as preliminaries to classical music had positive impact upon students’ learning. It not only took hold of students’ learning interests, softened the unbreakable image that classical music is hard to reach, but also helped to promote learning in the cognitive domain as well as the affective domain. However, due to the fact that the instruction experiment of this study was music appreciation-based, students seemed to achieve less in the psychomotor domain.
4. The music appreciation curriculum program that utilized popular music elements as preliminaries to classical music fostered good interaction relationship between the teacher and students. It also, because of the emphasis upon step-by-step gradual learning improvement in the curriculum design, exerted positive impact for the teacher to achieve teaching effectiveness.
5. This music curriculum program caused no significant impact upon students’ preference for both popular music and classical music. It did raise students’ liking for music on a small scale.
According to the research findings, the following suggestions were proposed:
For elementary music educators:
The research suggested that popular music can be incorporated in music curriculum to help instruction, with teachers’ related professional knowledge and skills elevated at the same time. Equal attitudes should be assumed toward popular and classical music, together with a varied, fun, sequential music teaching activities provided. The selection of music repertoire has to be carefully evaluated to choose popular and classical music that match instructional objectives. The factors of gender and liking are to be taken into consideration in music repertoire selection so that most students will accept.
For future research:
Research subjects can be broadened to different areas and to a larger research subject number. The factors that shape their music preference can be investigated. How lyrics of popular music influence students can be examined. Future research can also involve different theories of transfer of learning, different research methodologies, and longer research time.
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