The Investigation of 5th Graders’ Problem Solving Process in the Creation of Performing Art and Music Through Team Work

• Main Author: 林秋甫
• Other Authors: 林小玉
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/32918222388776083277

碩士 === 臺北市立教育大學 === 音樂藝術研究所 === 94 === The purpose of this study was to investigate the problem-solving processes of 5th-grade students in a set of performing arts and music composition activities with team work. The single-case embedded design of case study was utilized as the methodology. The subjects were Class A students from an elementary school in Taipei County. Students were involved in four performing arts and music composition tasks respectively during a total of 20 lessons. With seven ways of qualitative data collection, the results and findings were described and analyzed accordingly. The conclusions are drawn as follows: The problem-solving processes of 5th-grade students in a set of performing arts creation with team work consisted of seven stages: understanding the problem, providing opinions, deciding topics and contents, casting, rehearsing, performing, and reflecting. These stages were interchangeable. Some groups even bypassed or moved back and forth between certain stages. In the first activity, the problem-solving process stated above was found to be linear; however, it became circular in the rest three activities. Moreover, the interaction among students resulted in five types: cooperation, leaders-followers, labor division, discordance, and monarch. The obstacles that the students encountered during the process included lack of common sense in performing skills, poor time management, strong subjective opinions, stage fright, hitchhike phenomenon, unclear labor division, and poor literacy knowledge. The problem-solving processes of 5th-grade students in a set of music composition with team work consisted of eight stages: understanding the problem, trying and exploring, providing opinions, deciding topics and contents, casting, rehearsing, performing and reflecting. These stages were interchangeable. Some groups even bypassed or moved back and forth between certain stages. The problem-solving process was observed to move toward a linear one. Similar interaction types were found: cooperation, leaders-followers, labor division, leaderless, and monarch. The obstacles students encountered during the process included lack of pre-knowledge and confidence, suffering from myth concepts, having strong subjective opinions and stage fright, poor literacy knowledge, and a severe twin-peak phenomenon. In terms of problem-solving process, group interaction, and the obstacles they faced, differences and similarities were commonly shared between performing arts and music composition activities. However, to students, the lack of pre-knowledge in music was one of the very reasons that caused them problems in the composition tasks.