| Summary: | 碩士 === 國立臺南大學 === 音樂學系碩士班 === 100 === The purpose of this study was to investigate the application of the Arts PROPEL Curriculum Model to a junior high school music composing program. Designed as a qualitative research, this paper is a single case study of thirty-one subjects coming from an eighth-grade class in Tainan where the researcher works as their music teacher. Based on the Arts PROPEL Curriculum Model, the researcher designed four units of music creative activities and carried out the courses in twenty sessions. During the teaching, the subject students were asked to keep “musical learning diaries” to help them record the music creating process. Meanwhile, worksheets, questionnaires, researcher’s diaries, recording and videotaping were also employed to collect data for later analysis. Each student was required to complete the Musical Creating Process Portfolio in the end, so as to be further analyzed and investigated in this study.
The findings and conclusions of this study are as follows:
1. Each teaching unit of this curriculum was designed according to the teaching objectives based on the accumulative goals of the semester.
2. The teaching contents of this curriculum involve the Creative Notation Project, the First Melody Composing Project, the Musical Terminology and the Binary Form Project, and teaching strategies for teachers were explained and demonstration.
3. The evaluation criteria of students’ music creative performance were designed based on the Guides to Music Creative Activities and the completion of their works.
4. After receiving this instruction, students displayed perception of such musical concepts as melody’s ups and downs, performance skills, tempo, dynamics, timbre, contrast and repetition.
5. After receiving the instruction, students displayed their reflection on the process of music creating, the views of their works, and on the comprehension from the creating process and results.
6. After receiving the instruction, it was shown that the more elements of music students understood, the more variation were found in their music creative products.
Based on the conclusion, this study could provide suggestions for future researchers and music teachers in curriculum design.
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