A Study on the effect of playing–game recorder lessons on the recorder techniques and the ability of ensemble for 3rd/4th graders

• Main Authors: Hsu,Chia-chi, 許家琪
• Other Authors: Chuang,Pi-hua
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/78234431224205632530

碩士 === 國立屏東教育大學 === 音樂學系碩士班 === 95 === The purpose of the study is to investigate whether playing–game recorder lessons have a positive effect on the recorder technique for 3rd/4th graders. The technique mentioned above is operationalized as posture, breathing, finger handling, tongue handling, pitch, rhythm and the overall performance. This study adopts the quasi-experimental method. The experimental group received the playing–game recorder lessons while the control group the regular recorder lessons (The Han-Lin edition of Arts and Humanities). After six weeks of experiment, students took two tests as posttests, the Test on Recorder Playing and the Test on Recorder Ensemble. The results are as follows: 1. Recorder Playing: the students in the experimental group outperformed those in the control group on posture, breathing, finger handling, tongue handling, pitch, rhythm and the overall performance. The statistic is significant at .000. The result indicates that playing–game recorder lessons did have a positive effect on the students’ recorder playing performance. Through the experiment and the peer assistance and discussion, students were more willing to play the recorder. As for the technique of recorder playing, significant progress of finger handling and accuracy was shown evidently. 2. Recorder Ensemble: the present study mainly deals with the ability of ensemble. After the playing–game recorder lessons, the students in the experimental group showed: (1) consistent timing, speed, the length of rhythm, breathing (2) the accuracy in individual performance (3) beautiful voice (4) feelings in their performance (5) the willingness to listen to each other, and (6) the tacit understanding. The performance of the students in the experimental group surpassed that of the students in the control group at the significant level of .000. Also, they were more patient to wait for their partners and more willing to cooperate. In terms of listening to others, they were also better than the students in the control group. To conclude, it is shown that the playing–game recorder lessons can not only improve the technique of recorder playing and the ability of ensemble, but it also helps establish peer relationship. Finally, the suggestions are provided for music teachers for future research.