| Summary: | 碩士 === 國立臺南大學 === 音樂學系碩士班 === 96 === This study aims to analyze and compare the music concept learning of the teaching materials and designs for two sets of child music courses, so as to draw up “The qualitative-analytical table for the contents and activities of the teaching materials and designs for child music courses” and “The comparison and categorization of the qualitative analytical table of the teaching materials and designs for child music concept learning” as the study tools. And then, content analysis and descriptive statistics are adopted; and after carrying out literature review and reliability and validity tests in accordance with study objective and problem, three main categories have been developed and designed, which are “music concept items”, “teaching orientation”, and “multisensory learning methods” in turn. Through quantitative and qualitative analyses, the characteristics of teaching materials have been shown so as to try to describe the editing general situation of music concept learning of the teaching materials and designs for the two sets of child music courses, and then different deliberation and editing orientations of the relationships between music courses’ teaching materials and designs would be elaborated, so as to provide references for the teachers to carry out music teaching and select teaching materials. According to the result of data analysis, the conclusion that this study has obtained is shown as follows:
1. The music concept items for the teaching materials and designs of child music courses in this study include dynamics, speed, timbre, rhythm, beat, musical form, tune, and harmony. “Music Life” focuses on the “tune concept, while “expressive art child music course” focuses on “rhythm” concept learning.
2.For the two sets of child music courses teaching materials and designs, the music concept teaching of both of them include sing along, rhythm, appreciation, and teaching method for instrumental music. The teaching of music concept for “Music Life” regards “sing along” as the main orientation, while “expressive art child music course” regards “rhythm” as the main orientation. Comprehensively, the teaching for “appreciation” and “instrumental music” is the most general.
3.The multisensory learning methods for the teaching materials and designs’ music concepts of the two sets of child music courses include the senses of hearing, sight, and touch; but the whole learning activity regards the sense of hearing as the main learning method.
4.From the perspective of the relationship between music concept and teaching orientation,the teaching materials and designs of the two sets of child music courses both rest on the natures of the music concept items to select suitable teaching methods.
5.From the perspective of the relationship between music concept and multisensory learning methods, most of the teaching materials and designs of the two sets of child music courses make use of “the sense of hearing” of multisensory learning to carry out learning; and with the change of time, background, and educational trend, the proportion of multisensory integrated learning activities of “expressive art child music course” has increased significantly.
Last but not least, the researcher proposes relevant suggestions in accordance with the study result, so as to provide references for the education administrative units, teaching material editors, teachers and researchers who carry out relevant study in the future.
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