| Summary: | 碩士 === 國立臺北教育大學 === 音樂學系碩士班 === 104 === The purpose of the research was to investigate the current situation of the elementary school choirs in northern Taiwan. According to the literature review, the researcher constructed the elementary school choral training, including choir organization, choir management and choral teaching three aspects.
Survey research method was applied in this study. The self-editing questionnaire was used as the researcher instrument. Seventy-five questionnaires were sent with 92% return rate, with one invalid questionnaire. The data were analyzed through frequency distribution, percentage, mean, standard deviation, independent sample t-test, one-way ANOVA, and Scheffe’s method.
In the first section, we discussed the organization of the elementary school choirs in northern Taiwan. There were more than 90% of elementary school choirs training in whole semester; ninety-seven percent of the choirs increase practice time before the competition; ninety-seven percent of the choirs practiced regularly; 1 to 8 times per week and 30 to 120 minutes each time. Nearly half of the choirs practiced on early morning study session and lunch break. During winter and summer vacation, seventy-six percent and sixty percent of the choirs did not hold training session, respectively. A majority of the choirs practiced at music classroom. More than sixty percent of the choirs had two parts. The choir members were mostly from grade fourth to sixth. The way of recruiting members were diverse. Forty percent of choir recruiting members by instructor audition. Choir instructors much more focused on pitch, timbre, learning attitude vocal range, and volume, while they paid less attention to musicality, singing skills, tune memory, sight-singing ability, mouth opening, closing function, and academic performance.
In the second section, management of the elementary school choirs in northern Taiwan was discussed. The majority of elementary school choirs promulgate the rules and regulations. Sixty percent of choirs had no appointment and election systems. In terms of public performances and competitions, instructors discussed with members after the public performances or competitions in majority. The most of the choirs participated in performance and recognized for choir achievements in public in order to increase the sense of solidarity among members.
There were no statistical significance between the background of schools and choir instructors in promulgating the rules and regulations. Different instructor background of choirs were significantly affected the public performances and competitions. (1) As compared with the instructor not participated in choral groups, the instructors who participated in choral groups were more frequently held the public performances and competitions, moreover, they always held the group recreational activities and allowed members to participate in group service to increasing their sense of solidarity. (2) Instructors who were major in vocal performance took the choirs attending the performance compared frequently with those were not majored in vocal performance more. (3) The musical graduated instructors were much often used choir uniforms and took the learning record than non-musical graduated instructors. (4) Instructors who had participated in choral workshops and choral groups created the photography portfolios compared frequently with those had not participated in.
Performance and competition, the arrangement of practice areas, and the financial support were the most supports in the elementary schools of northern Taiwan. Nearly sixty percent of the choirs had no parental support; the support most often obtained from parents was to assist the choir competition matters. More than eighty percent of the choirs had no community support; the support from community most was to provide more support to the choir performance opportunities. Nearly thirty percent of the choirs had no funding sources, the funding sources most coming from school.
In the third section, we discussed the teaching of the elementary school choirs in northern Taiwan. A majority of choirs were frequently executed in singing skill teaching contents、song teaching contents、considerations of choir configuration、considerations of song selections in chorus teaching. Over sixty percent of the choir instructors did not use music pedagogy. Kodály method was the most often used music pedagogy. Choir formations adjusted based on the voice position most. Selecting the chorus songs, the instructor generally considered the needs and abilities of members. Nearly eighty percent of the choirs had singing assessment; the most commonly used assessment patterns was solo and group singing; content for assessment was pronunciation articulation and register.
Finally, this thesis could provide an idea for education-related institutions, school administration, choir instructors, department of music students and future researchers.
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