An Investigation on the Application of Popular Music to Music Teaching: Taken Examples of Public Junior High School Teachers in Taoyuan County

• Main Authors: LI,YINGJUNG, 李映蓉
• Other Authors: WU, SHUNWEN
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/50069048429841285667

碩士 === 國立臺灣師範大學 === 音樂學系在職進修碩士班 === 100 === This research was to study how music teachers evaluate the application of popular music to music teaching and how they in fact apply popular music to music teaching. The first part included teachers’ point of view on popular music and its teaching applicability, use of popular music in students of different school years, and use of popular music in different teaching programs; the second part was about practical application of popular music to music teaching, including learning situation, teaching problem, sources of teaching materials, and teaching activity. The researcher taked example of public junior high schools in Taoyuan County and collects 143 effective samples. The research tool was the self-made “Research Questionnaire of Teachers’ Application of Popular Music to Music Teaching” and the result was analyzed with frequency distribution, percentage, mean, standard deviation, independent samples T test, and one-way ANOVA. The research conclusions were: I. How teachers evaluated popular music to music teaching 1. Most teachers had positive point of view on popular music and recognize its educational value; they were used to listening to popular music after school. 2. Most teachers agreed that the integration of popular music into teaching conforms to the goal of Arts and Humanities Learning Area of Grade 1-9 Curriculum. It triggers learning motivation, improves learning efficiency, and enhances teaching material variety. 3. Most teachers believed popular music is an ideal material to be integrated into music teaching activities. II. How teachers appled popular music to music teaching 1. Teachers thought that learning motivation and learning efficiency were both improved after the use of popular music in teaching activities. 2. The only thing that slightly bothers teachers was the impropriety of popular music lyrics. 3. The main sources of popular music used in teaching are video websites and the Internet. 4. The most used popular music categories are movie sound track and Mandarin songs. 5. Teachers were most likely to use popular music for instrument teaching, least likely for creative teaching. Based on the above research conclusions, this thesis provides suggestioned for teaching practice and future researchers.