The Impact of Constructivist approach teaching and Expository teaching Toward Music Creation of the Sixth Graders

• Main Authors: Pei-Chen Hsu, 許珮禎
• Other Authors: Yuan-Fang Ou
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/07521653232474733007

碩士 === 臺北市立教育大學 === 音樂學系教學碩士學位班 === 97 === This study aims at exploring the effect of applying Constructivist approach teaching and Expository teaching to the sixth graders who are learning music composition. And the researcher analyze how the different background variables including the sex, the learning experience of musical instrument and musical organization affect a student’s music achievement. The music elements taught in this study included melody and form. The quasi-experimental design was adopted in this study. The subjects were sixth graders from Gu-Lu school in Kee-lung County, with 59 in the experimental group and 59 in the comparison group. The former were exposed to Constructivist approach teaching while the latter were exposed to expository teaching methods. The experimental instruction comprised six units, lasting for six weeks and twelve lessons. In order to collect data and analyze study results, four research instruments were developed: “The questionnaire of music learning background”, “Music composition achievement test”, “Music composition rubrics” and “Feedback questionnaires of music learning”. Statistical measures of descriptive statistics, independent-sample t test, and one-way ANOVA were used. The results of this study are as followed: A. The experimental group students, after being taught by the Constructivist approach teaching, are found to have better ability in musical melody and form than the comparison group students. B. After being taught by the Constructivist approach teaching, the sixth graders tend to have different learning achievements due to their differences of background. a. There is no difference in music creation ability between different sex students in both the experimental and comparison group students. b. Among both experimental and comparison group students, those who have received individual musical instrument training tend to have better music creation performance than those who don’t. c. Among students from the experimental group, those who have taken part in musical clubs tend to have better performance in music creation than those who didn’t. And for those students in the comparison group such difference does not exist. C. The reactions from students of the experimental group receiving Constructivist approach teaching toward music creation classes are positive.