| Summary: | 碩士 === 國立臺南大學 === 音樂學系碩士班 === 99 === According to Creative Music Thinking Model (Leung, 2005), this study designed courses for teaching elementary students about musical creation. During the process of musical creation of sixth graders, the study investigated the characteristics in the four stages of the process of musical creation – stimulating motivation, imitating and association, heuristics, feedback, and the variables affecting students’ creation. The study also discussed the interaction, difficulties and changes between teachers and students during the process of creation.
Designed as qualitative research, this research is a single case study. The subject of the study is a sixth-grade class of thirty-three students in an elementary school in Yunlin County the researcher taught there. To carry out the activities about musical creation, the researcher divided the class into six groups, and taught five units about musical creation in twenty sessions. The researcher kept “musical creation diaries” to help students record the process of creation during the process of musical creation. Interview, worksheets, students’ writings, researcher’s diaries, film and record were used to collect data for the data analysis.
The findings of this are as follows:
1. As for the characteristic in the stage of stimulating motivation of the process of musical creation for sixth grader, students make different responses to different topics, so the teacher should choose the topic which students are interested in and provide large numbers of samples about sound stimulation.
2. As for the characteristic in the stage of imitating and association, students are able to explore sound and perform impromptu. Students need the assistant about music scoring and maintaining steady beats in this stage, so the teacher should provide suggestion properly , and give authentic sound feedback.
3. As for the characteristic in the stage of heuristic in the process of musical creation for sixth graders, students are able to make final decision and arrange rehearsal based on the sounds they heard or their ability. Once the students have more experiences about creation they spend more time making decision since they may consider more possibility.
4. As for the characteristic in the stage of feedback in the process of musical creation for the sixth graders, students are able to appreciate other classmates’ work and performance. They are also able to give feedback and have introspection. The teacher should give students positive comment and encouragement.
5. Students’ intrinsic motivation, extrinsic motivation and the working environment all affect the process of musical creation for sixth graders.
6. Making good use of musical creation course may have positive effect on atmosphere of the class, interaction between teachers and students, and interaction with peers.
7. Concrete and precise teaching goal and authentic sound feedback may help cope with the difficulties during the process of musical creation.
8. Making good use of musical creation course may make students have positive change about their musical performance and music learning attitude.
Based on the conclusion, this study provides suggestion for future researchers and music teachers.
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