| Summary: | 碩士 === 國立臺南大學 === 音樂學系 === 95 === This research is for the purpose of understanding how early integration of score reading affects a Suzuki violin beginner’s proficiency in sight reading, ear training, and score reading. To achieve the results, this research employs the method of multiple-baseline across individuals of single-subject. The experiment spans over a period of eight months and involves three kindergarteners of five to six years of age who have not had any musical training. The data from each experimental stage are compiled into a line graph that is visually analyzed and verified by C statistics. Other data sources include interviews with Suzuki violin teachers regarding the timing and methods of integrating score reading as well as the problems and difficulties encountered during the process. All data from experiments, interviews, and general observations are subsequently organized and analyzed. The results suggest the following:
1. Most Suzuki violin teachers agree that some of the Suzuki teaching materials are problematic and that the methods used to teach score reading should be improved. Appropriate materials should be gathered for teaching score reading at an early stage.
a. The materials used to teach score reading should be organized by referring to content of the Suzuki violin teaching materials and other related score reading teaching materials.
b. The methods used to teach score reading can be improved through teaching techniques and auxiliary teaching materials.
c. The difficulties encountered during the teaching of score reading are often attributed to its late integration.
d. Suzuki violin teachers have different opinions as to when to teach score reading to a beginner, but all agree that it should be earlier than the original Suzuki method.
2. Early integration of score reading is beneficial to a Suzuki violin beginner’s proficiency in sight reading.
3. Early integration of score reading is beneficial to a Suzuki violin beginner’s proficiency in ear training.
4. Early integration of score reading is beneficial to a Suzuki violin beginner’s proficiency in score reading.
The conclusions from this research call for early integration of score reading to be implemented in the Suzuki teaching method. More research can be conducted in the future to explore how early integration of score reading affects a Suzuki violin beginner’s intonation, technique, and musicality. These results will help improve violin beginners’ general playing and will enable the Suzuki teaching method to become more complete and systematic.
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