The Research on Practicing Music Appreciation Teaching Activity in Kindergarten---from Passive Listening to Active Participation

• Main Authors: Hsiao-yun Tseng, 曾筱芸
• Other Authors: Pyng-Na Lee
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/97549344096112711751

碩士 === 國立臺南大學 === 幼兒教育學系教學碩士班 === 96 === This study confers and develops music appreciation courses and proper teaching strategy in kindergarten through activity organon.The researcher mainly collects all the information needed in this research through qualitative observation methods, the teachers’ introspection and the students’ feedback In addition, the researcher aids the result of quantitative favor questionnaire analysis. The result shows some discoveries of the practicing procedure and the resolution of the predicament and confer the results of the children’s participation in music appreciation. The music appreciation teaching strategy is divided into three parts and the research is separately based on the types of strategy to show the discoveries of the performance advantages and the resolutions of the predicament: 1. Make use of the teaching methods of feeling activity: To proceed music appreciation through body rhythm, humming theme, imaginary role play and instrument tattoo. 2. Make use of the ways of teaching with visual auxiliaries: To proceed music appreciation through pictures, paintings, drawings and illustrations. 3. To build the ways of teaching with circumstances atmosphere: To harmony with the content of music and turn it into musical situation, then to set up and arrange the teaching environment of music appreciation. The outcomes of the study on practicing music appreciation: 1. The conversion of children’s music ability: Being analyzed from dynamics, tone, rhythm and musical forms, most children have positive conversion and development after the procedure of music appreciation teaching. 2. The conversion of children’s participation attitude (1). Colloquial expression: Most children can participate in building up musical stories, presenting questions, discussing or sharing other information. They display themselves in listening music, humming with the melody and also try to speak out the content and their feelings. Even those introverted children start to take part in expressing themselves. (2). Limb movement: Children can tattoo with the music rhythm. They can do rhythmic movements to match with the feelings of musical communication and to increase the imaginative revelation. (3). Facial expression: Although most children swing to the music and look at each other, laughing or smiling, the number of the presentation from the beginning is two or three, soon spread out to the whole class. The children show their expectant eys and the smiling mouth to take place in slow-witted and stiff expression. 3. Children’s conversion to music favor (1). The influences toward music favor in music appreciation activities: To children, the characteristics of a musical composition, the familiarity to the musical composition, the experiences of listening music and the other chilren will affect their music favor. The younger children can easily accept the different music styles. (2). The influences of children’s sex toward music favor: The boys and girls’ music favor are roughly the same. But girls prefer moderate musical compositions, the boys prefer tough ones. In the end, according to the introspection of the researching procedure, the students’ feedback, and the results of the research, the researcher will make some suggestions for kindergarten teachers and further study.