| Summary: | 碩士 === 臺北市立教育大學 === 音樂學系教學碩士學位班 === 101 === This study aimed to, taking two elementary and two junior high school music teacher members in the 21st Century Ancient Music Ensemble as examples investigate the process of their participating in this teacher recorder ensemble and its impact to their recorder teaching. The case study methodology was adopted and the approach of in-depth interview was utilized. Interview verbatim transcription was analyzed to form the conclusions of this study as follows:
Regarding the process of their participating in this teacher recorder ensemble:
First, the process for the four teachers seemed to be one wonderful journey of growing out of nothing and shining out of dust.
Second, they all embraced some kinds of chance to join in, devoted themselves to the ensemble, found the beauty of recorder ensemble, and thus became one story in the history of teacher recorder ensembles in Taiwan.
Third, the reasons that they joined the teacher recorder ensemble had to do with that
they wished to learn the skills of recorder performing, to understand why some students played out of tune or played poorly, as well as to know more recorder teaching materials and repertoire.
Fourth, the force for them to continuously participate in the recorder ensemble had to do with the beauty of recorder ensemble, the way they were patiently treated by
the ensemble director for their musical growth—his handy support whenever the ensemble members encounter obstacles, they help from other members —professional techniques, teaching strategies, insight of ensemble directing, administrative support, and the hope to set an example for their kids.
Regarding how participating in this teacher recorder ensemble influenced their classroom recorder teaching:
First, they built up more accurate concepts of recorder playing and delivered the concepts to their students. All these helped for the promotion of recorder instruction in their schools.
Second, their recorder playing technique improved greatly; that is to say, they learned to be able to teach more accurately in the sequence of recorder breathing, tonguing and fingering. Their teaching strategies became varied, such as incorporating not only modeling, but also music appreciation-infused and percussion instruments-infused teaching as well as game-like sequential teaching. They were able to choose a wide range of appropriate teaching materials, and even to design their own teaching materials. By the way of member interaction, they were also able to solve the problems of recorder instruction.
Regarding how participating in this teacher recorder ensemble influenced their recorder ensemble teaching:
First, they revealed that participating in this teacher recorder ensemble enabled them to form their own beliefs in recorder ensemble directing. That is to say, they thus transformed their professional recorder skills and ability and made student members’ learning possible; they because ensemble directors with more patience and were more willing to wait members to grow; they made a bigger point of life rules and members were strongly drawn together; they also learned to design performing programs of a wider content range which allowed ensemble rehearsing to be more goal-driven.
Second, they showed more professionalism in their recorder playing; their ensemble directing became more efficient; their recorder teaching materials became to be of a wider variety; their recorder playing became more flexible to fit the style of the repertoire; they also adopted more versatile instructional approaches such as music appreciation of outstanding recorder performances, theatric elements added, as well as better instructional sequence to assist in difficult musical passages.
Based upon the research conclusions, the investigator proposed suggestions to the educational bureau, to music teachers, to teacher recorder ensemble and to future researchers for references.
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