| Summary: | 碩士 === 國立臺東大學 === 音樂學系碩士班 === 106 === This study has applied action research methodology. The main purpose was to investigate the influences of applying movement teaching to lower grade children’s rhythmic ability. This study has mainly employed the qualitative research approach with quantitative research subsidiary. Through two cycles of teaching programs, the participants in this study were the three hearing-impaired children who were respectively in the first grade and second grade from Taitung Music and Movement Class by The Children Charity Association, where the researcher teaches at present. The entry behavior of the three schoolchildren’s rhythmic ability was apparently low, causing lots of difficulties while the researcher was teaching. To improve such teaching dilemma, after investigating and understanding the feasibility of applying movement teaching to improve the rhythmic ability based on related literature, the researcher has planned an action research of eight weeks’ duration, hoping to improve the three hearing-impaired children’s rhythmic ability in note values, beats and meter.
The main purpose of this study was:
1. To construct feasible teaching programs of applying movement teaching to hearing-impaired lower graders’ rhythmic ability.
2. To investigate the influences of applying movement teaching to lower graders’ rhythmic ability.
3. To investigate the reflections of and professional development for teachers from applying movement teaching to lower graders’ rhythmic ability.
The research tools of this study included movement teaching programs, student entry behavior assessment from movement class, measures of rhythmic ability, student interview outline, students’ learning response questionnaire, reflective teaching journal, co-teacher observation form, and parent feedback sheet. Based on the results and findings, the conclusions of this study summed up below:
1. The results of applying movement to the teaching programs that consisted of two cycles of lesson plans, journals, and reflections showed that the implementation was indeed practicable to improve hearing-impaired lower graders’ rhythmic ability. This teaching program was helpful to the three students’ rhythmic ability. “Singing and Dancing Games” and “Rhythmic Movement” were students’ favorites.
2. The application of movement teaching has evidently improved the hearing-impaired children’s rhythmic ability in note values, beats and meter. The ability of note values particularly made more progress.
3. The professional development from and the teacher’s reflections on the application of movement teaching for lower graders’ rhythmic ability included:
A. Teachers should slow down while teaching.
B. Teachers should provide clear verbal instructions.
C. The choice of rhythmic instruments should be highly distinguishable in tone and volume.
On these grounds, the researcher’s teaching skills in hearing-impaired lower graders’ rhythmic ability have gained professional development.
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