A Research on Vocal Teaching Strategy -A Case Study on a Vocal Teacher

• Main Authors: Shu-Hui Chang, 張淑惠
• Other Authors: Fung-Ching Cheng
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/32759348217175632605

碩士 === 國立臺南大學 === 音樂教育學系碩士班 === 94 === The purpose of this research is to summarize western vocal scholars’ teaching strategy and the related theories from each school’s history, means of teaching, teaching strategies and music aesthetics. In addition to individual case studies, the researcher hopes to obtain a better picture of how western vocal teaching theories are used practically and offer reference for further studies by fellow vocal teachers and students. According to discovery from this research, the summaries are as following: I. Means of vocal teaching in western schools A. The development of western vocal schools is greatly related to their history backgrounds B. Despite the differences in their basic teaching skills, the result of each school hopes to accomplish is the same II. Professional requirements of vocal teachers A. Vocal teachers should possess “sophistication in vocal teaching” B. Vocal teachers should possess “basic knowledge related to teaching strategy” C. Vocal teachers should possess “basic music aesthetics” III. Teaching strategy of a vocal teacher featured in the case study A. Common teaching tactics 1. Psychological teaching method 2. Mechanical teaching method 3. Demonstrative teaching method 4. Linguistic teaching method 5. Imagery teaching method 6. Songs teaching method 7. Conditioned reflex teaching method B. Efficiency of teaching strategy to solve the music eduction problems Psychological teaching method is too abstract, and its effect is invisible when used alone; mechanical teaching method often has immediate effects; demonstrative teaching method is very effective in differentiating correct and wrong doings; linguistic teaching method is helpful in improving verbal clarities; imagery teaching method concretizes abstract objects; songs teaching method is a more systemic strategy and is helpful in training to express emotions and performing; conditioned reflx teaching method uses repeated motions to make certain behaviors reflective. From this research, it is observed that each tactic is less effect when used alone but has synergic effects when used together. Finally, the researcher offers related suggestions according to findings in the research to serve as references for fellow vocal teachers and future researchers.