| Summary: | 碩士 === 臺北市立大學 === 音樂學系 === 104 === Abstract
This study aimed to design feasible ear training instruction for the “Life Curriculum” at the 1st-grade elementary school level. An action research approach was adopted with the qualitative data as the major resources while quantitative ones as the minor for analysis. The teaching subjects were the researcher’s 28 1st-grade students — 14 boys and 14 girls—from the Happy Elementary School ( pseudonym) in Taipei City. Music and ear training occupied only a relatively small proportion of class time in Life Curriculum. It thus resulted in students’ failing to master in beat precision or pitch identification. Besides, students tended to possess low learning motivation in related music theory teaching. These all led to low learning attitude or interest or even worse, failure for students to obtain proper development in ear training at this critical state. The researcher thus developed feasible ear training instructional content for the “Life Curriculum” at the 1st-grade elementary school level mainly based on Grade 1-9 Curriculum Guidelines as well as the 1993 Music Curriculum Standards. Instructional themes were planned and related games were designed. Instructional content covered rhythm identification knowledge and skills, duets teaching as well as recorder duets performances. Instructional content covered pitches, timbre, durations and tempo. Besides sessions for pretest and posttest, 12 lessons were implemented. Studying instruments consisted of “Pretest in Ear Training,” “Form for Students’ Music Learning Background,” “Form for Class Observation Record,” “Students’ Ear Training Study Sheer,” “Form for Students’ Feedback” as well as “Teachers’ Reflection Journal.” Conclusions were drawn as follows:
Firstly, the instructional objectives of this study included the aural identification of environmental sounds and rhythm percussive instruments; the aural identification of the quarter note and the eighth note; as well as the aural identification and reading of the three notes Mi, Sol and La.
Secondly, the ear training instruction involved multiple assisting approaches such as storybooks, concrete pictures, games, body movement, chanting rhythm, music maps and instrument ensemble.
Thirdly, this study underwent a teaching process starting from timbre, duration, tempo and pitch.
Fourthly, regarding the teaching effectiveness of this study, students were found to progress in their sensitivity toward music in terms of the affective domain; cognition-wise, students learned to identify between the musical elements of timbre, duration, tempo and pitch. However, students did not perform well regarding the acting out of precise rhythm and pitch, which the researcher suspected having something to do with the short instructing time.
Lastly, the action research process of designing, implementing, reflecting and revising ear training curriculum helped foster the researcher’s professional development.
The researcher, based on the research process and findings, proposed related suggestions for references.
Keywords: ear training instruction, curricular action research, Life Curriculum
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