A Case Study of Music Creation Instruction in Junior High School

• Main Author: 沈啟箴
• Other Authors: 林小玉
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/24177994367124296606

碩士 === 國立臺灣師範大學 === 音樂學系 === 101 === This study aimed to investigate the practices of music creation instruction at the junior high school level. The qualitative-oriented descriptive case study was adopted to study one junior high school music teacher who has abundant experience in music creation instruction. With single-case holistic design for analysis unit, in-dept interview and long-term observation data was collected and analyzed. Based on the research findings and interpretation, the conclusions of this study were presented as follows: First, the case music teacher held strong belief in that creation was a human nature, and that everyone had one’s melody seedling. She thus put music creation instruction at the core of her teaching. Through systematic and sequential guidance, she was able to reach the goal of every student completing one music composition. Second, the case music teacher utilized eurhythmics teaching to enhance students’ music listening ability as well as to build up class management mechanism and foster affable teacher-student interactive relationship in order to pave the way for music creation instruction. Third, the case music teacher identified two major values of music creation instruction. One was that it could help students to adore their own works and to undergo self-reflection, self-understanding as well as self-acceptance, forming a new approach for self-expression. The other had to do with that it could help students, through the process of music creation instruction, comprehend the uniqueness of original works, value them and even learn to have respect for others. Fourth, the case music teacher conducted recorder improvisation and music arrangement instruction to grade seven students. Regarding recorder improvisation teaching, she started with imitation practices, followed by group improvisation, improvisation take-turn, composing concepts delivering as well as group take-turn to accomplish the individual recorder improvisation goal. As to the music arrangement teaching, she utilized the textbook-based recorder exercises as arranging material and begging with recorder playing take-turn to instruct rhythmic arrangement and improvisation performing. Fifth, the case music teacher conducted two-stage instruction to grade eight students. The first stage had to do with music arrangement teaching. She designed for students to arrange familiar melodies and notate with the number system. The second stage involved group composition and presentation, in which students team worked to compose melodies and lyrics as well to present their works. Sixth, the case music teacher was good at employing multiple approaches in music creation instruction. Through the sequential design, students were able to demonstrate their creativity freely and assured in such a safe and inviting environment. The researcher proposed several suggestions based on the research findings, hoping to serve as references for future studies and for those music teachers interested in music creation instruction. Keywords: junior high school arts and humanities, music creation instruction, improvisation, arrangement, composition