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Cusano, Janice M. "Music specialists' beliefs and practices in teaching music listening /." Electronic version Electronic version, 2004. http://wwwlib.umi.com/dissertations/fullcit/3209909.
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Thesis (Ph. D.)--Indiana University, 2004.Computer printout. Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0878. Adviser: Mary Goetze. Includes bibliographical references (leaves 205-223), abstract, and vita.
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Williamson, Susan J. "My music : the music making and listening experiences of seventh and eighth graders not enrolled in school music ensembles /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/11218.
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Custer, Robert S. "Effect of passive classroom listening on students' preferences toward classical/concert music /." Licensed for access by UF students, faculty, and staff (and others in a UF library), 2003. http://wwwlib.umi.com/cr/ufl/fullcit?p3117317.
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Begnaud, Edward M. C. "Musical Aesthetics: An Objective Approach to "Music Appreciation" for American Public Education." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500415/.
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The specific problem prompting this investigation is the creation of a method of music criticism. The purposes for the investigation are three in number. First and foremost, the purpose of the investigation is to develop an unrestricted method of music criticism. The development of such a method fulfills the second reason for the investigation. Although Mortimer Adler and the Paideia Group have clearly stated the classes and pedagogy to be utilized in a Paideia curriculum, they have done little to suggest specific class content. This study resolves the content problem for one class. It is recommended that the music masterworks class be treated as a course in music criticism. Through such treatment of the class, students will meet the goals of the Paideia Group and develop the tools for societal reconstruction. Finally, the goal of establishing a method of music criticism harmonious with the educational philosophy of reconstructionism is the end to the previous two "means" purposes.
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Pearce, Kevin (Conductor). "A Descriptive Study of the Musical Backgrounds of Orchestral Concert Attendees, with an Emphasis on Past Participation in School Music Programs." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505209/.
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This was a descriptive study that was completed to gather information about musical backgrounds of orchestral concert attendees, and to determine if those attendees perceived relationships between past participation in school music programs and current patronage of classical music concerts. Participants completed a survey about their musical experiences from childhood through adulthood, as well as memories from school music programs. Results and analysis of the responses identified common themes among participants' childhoods, their schooling and private lessons, experiences that served as gateways to classical music listening, the aesthetic benefits that they found in concert attendance, and negative responses that they had to music participation. Results also found a large number of pieces and composers that participants recalled from past participation in school music programs. Findings from this study analyze why these experiences were important to participants and why they might serve as motivation to attend classical music concerts or continue to support them. Implications of this study include suggestions for professional music organizations, school music educators, professional classical musicians, and church music directors. Suggestions for further research based on this study's findings are also included.
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Burns, Kimberly Jo. "The effect of two methods of music instruction on factors in the listening experience and musical preference of fourth- and fifth-grade students." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187228.
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The purpose of this study was to examine the effects of two methods of music instruction on two factors in the musical listening experience, identified as music description and music identification, and musical preference of fourth- and fifth-grade students. The listening experiences consisted of one which utilized descriptive writing in the music lesson and one which utilized participatory listening activities such as maps for guided listening, worksheets, and call charts. Also examined were the interactions of gender, grade level, and degree of writing presence in the regular classroom. Seven-hundred and eleven students from thirty-six intact classes in six elementary schools of three school districts were chosen for the study. The intact classes were randomly assigned to one of the two methods of instruction for a seven week experiment. The study utilized a pretest/posttest two group experimental design to answer 10 research questions. Repeated measures MANOVAS, t-test of independent samples, and two-variable correlation tests were conducted to measure mean differences, interactions, and possible relationships in the data. Results of the study indicated significant differences between method of instruction and the variables of music description and music identification. Method of instruction did not influence musical preference. Also significantly different were students' scores for music description, music identification, and musical preference between the participating 23 classroom teachers. Method of instruction, grade level, degree of writing presence, and gender did not significantly interact collectively with music description, identification, or musical preference although some areas interacted with these variables individually. Significant interactions were found between music teacher and method with regard to students' scores on tests of music description, music identification, and musical preference. Two correlational tests resulted in values that indicated no relationship between the variables of musical preference and description and musical preference and identification. However, the non-relationship of music description and musical preference was non-significant while music identification and musical preference were significantly non-related.
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Paxcia-Bibbins, Nancy. "The effects of the 4MAT system of instruction on the attitudes and achievement of elementary children in music listening lessons." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897483.
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The primary purpose of this study was to compare two methods of instruction for teaching music listening to upper elementary children--an experimental approach utilizing the 4MAT instructional model of Bernice McCarthy and a conventional approach based on textbook materials. The investigator employed the 4MAT model for incorporating a holistic and whole-brain approach into music listening instruction. The study compared mean differences on two dependent variables, attitude and achievement test scores, between two groups (teaching methods) and two grade levels (fourth and fifth grades). Analyses of variance (ANOVA) were used to assess both primary and secondary data regarding gender, grade, and teacher. The researcher also analyzed subjective observations of participating teachers.Subjects were 440 fourth and fifth grade students from two suburban schools randomly assigned to intact classes and equally divided between grades to 4MAT or conventional instruction. Each class heard three classical music selections within a six-lesson framework. The investigator assessed subjects' attitudes toward classical music and their music knowledge after instruction.No significant effects resulted for instructional method. Further investigation of gender, grade, and teacher suggested some interactions for attitude: attitudes of 4MAT-instructed males of Teacher A tended to be more positive than those of conventionally-instructed males; the fourth grade sample produced greater gains for Teacher A in the 4MAT condition and for Teacher B in the conventional condition; three-fourths of the fifth grade cells in the 4MAT condition showed gain, and three-fourths in the conventional condition showed decline.Regardless of instructional method, males showed a significantly more positive attitude than females; fifth grade subjects tended to be more positive than fourth grade subjects; significant difference in attitude between students of the two teachers might be ascribed to socioeconomic standard or academic achievement level.Conclusions: (1) furnishing students with opportunities for hearing classical music is likely to produce improved attitudes toward classical music; (2) if the goal of music listening instruction is to provide students with cognitive and affective experiences, and to benefit from findings regarding musical behavior, brain research, and individual differences, the 4MAT instructional model offers a viable approach for listening lessons.School of Music
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McDonald, Jennifer Ann. "Music and me : measuring and understanding real-life music preferences." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608208.
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Bolanis, Susan Loehrke. "Children's responses to live musical performance by an ensemble without, then with pedagogical training." [S.l. : s.n.], 1996. http://catalog.hathitrust.org/api/volumes/oclc/53916456.html.
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Eakes, Kevin Wayne Walls Kimberly C. "A comparison of a sociocultural and a chronological approach to music appreciation in face-to-face and online instructional formats." Auburn, Ala, 2009. http://hdl.handle.net/10415/1681.
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Stanley, Michael Brooke. "Participant music listening behaviours in interactive multimedia music instruction." University of Sydney. Music Education, 1999. http://hdl.handle.net/2123/361.
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While emerging technologies such as interactive multimedia are increasingly being employed in computerised music instruction, understanding of participant music listening behaviours in interactive multimedia music instruction is currently very limited. With the aim of elucidating music listening behaviour, the central concern of this work is to identify and explain participant interactions with the audio components of interactive multimedia music instruction. The investigation employs a novel documentation procedure, which extends the application of digital audio recording technology, to provide a finely calibrated analysis of the audio activity of a sample of 20 undergraduate music education majors during individual sessions with two commercially-available interactive multimedia music instruction programs. Graphically-based Sound Activity Profiles, which the researcher developed specifically for the current investigation, characterise and summarise participant interactions with audio components, while an analysis of questionnaire responses and follow-up interview transcripts provides supplementary information that further explains participants' music listening behaviours. The results of the investigation show that music listening behaviours during the study sessions were highly variable. While extensive participant interaction with music examples occasionally reflected attentive music listening behaviours, many study sessions were characterised by brief, fragmentary music excerpts and lengthy periods of silence. Participants spent as little as five percent of their session time listening to music and as much as 88 percent of the session time in silence. A substantial number of the study cohort frequently interrupted the music examples they had activated. Participants' perceptions of the extent of their interaction with music examples were frequently inaccurate, as subjects often substantially overestimated the amount of session time they had spent listening to music. The study findings suggest that many interactive multimedia music instruction participants would benefit from interventions that elicit more extensive and prolonged interaction with music examples. Accordingly, recommendations include a call for research to develop and test software designs that incorporate automated monitoring of session audio activity so that dynamic on-screen information about music listening behaviour can be provided to interactive multimedia music instruction participants. Such information may encourage participants to modify inappropriate music listening behaviours.
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McNeely, Heather Eaves. "Questioning boundaries in traditional music appreciation pedagogy: a study of the effect of an attentive listening-based approach on the music appreciation achievement of college, non-music majors." Thesis, Boston University, 2013. https://hdl.handle.net/2144/11141.
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Thesis (D.M.A.)--Boston UniversityMusic appreciation courses have become core components of humanities and education curricula, yet scholars have differed on the definitions, approaches, and goals of such courses. Researchers have investigated the efficacy of various pedagogical approaches to teaching music appreciation; some have attempted to measure appreciation and clarify its definition and goals; others have argued that a traditional approach perpetuates a hidden curriculum of social stratification. The purpose of this study is to determine the effectiveness of an attentive listening-based approach on the music appreciation achievement of college, non-music majors compared to a traditional approach. In this study, indicators of music appreciation included factual knowledge, listening skills, and attitudes. Attitudes were assessed via a Music Attitude Questionnaire, and factual knowledge and listening skills were assessed via a final achievement test. Participants included intact groups of students in two separate classes of a college music appreciation class (N = 110). The researcher taught and tested one class according to a traditional approach, using the textbook Music: An Appreciation (Kamien, 2008) and taught and tested the other class according to an attentive, listening-based approach, utilizing the text Take Note: An Introduction to Music Through Listening (Wallace, in press). Gordon's Advanced Measures of Music Audiation (1989) was administered to all participants at the beginning of the semester. A researcher-designed Music Attitude Questionnaire was administered to all participants as a pretest/posttest and an identical, researcher-designed final achievement test was administered to all participants at the end of the semester. Analysis of variance on participants' final achievement test scores indicated that there was no significant difference between the classes in the areas of factual knowledge and listening skills. Data from the Music Attitude Questionnaire were first subjected to principal components analysis (PCA) followed by independent samples t-tests on participants' posttest responses to questionnaire items identified as reflecting underlying components in PCA. Results of the t-tests indicated no significant difference between the two classes. The sociological implications of music appreciation courses are discussed and suggestions for future research are provided.
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李德芬 and Daphne Lee. "The transmission of Qin music: the analysis of four versions of the composition Pingsha luoyan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B43894896.
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Lucas, James Edward. "Score and analysis of the International Suite for Two Pianos and Orchestra /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021747395.
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Cox, Elizabeth J. "Reducing noise : multimedia and the appreciation of contemporary music." Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435271.
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Bonneville-Roussy, Arielle. "There is accounting for taste : determinants of musical taste in adulthood." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708330.
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Williamson-Urbis, Sue Zanne. "The effect of two methods of music instruction on the degree of liking and musical knowledge on non-music majors enrolled in music appreciation classes." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187447.
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The primary purpose of this study was to compare the effects of icon-based listening outlines and language-based listening outlines on the degree of liking scores and musical knowledge scores of nonmusic majors enrolled in music appreciation courses. A secondary purpose was to examine interactions between the methods of instruction and the students' age, gender, teacher, and primary language with the dependent variables of degree of liking and musical knowledge scores. One-hundred and ninety-seven university undergraduates enrolled in six intact music appreciation classes served as subjects for the twelve week study. Three instructors, each teaching two intact music appreciation classes, taught both methods. The study used a pretest/posttest two group experimental design to answer fourteen research questions. The results indicated that degree of liking scores and musical knowledge scores significantly improved between the pretests and posttests regardless of method of instruction. Results also revealed a significant interaction between method and time of test for both degree of liking and musical knowledge. Students using icon-based listening outlines showed a greater increase in degree of liking scores and musical knowledge scores from pretest to posttest than the students using language-based listening outlines; however all increases were slight. Results also revealed significant interactions among teacher, primary language, and musical knowledge scores and among teacher, method of instruction, and musical knowledge scores.
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McCabe, Melissa Christine Parisi Joseph. "Learning together online an investigation of the effect of collaborative instruction on students' demonstrated levels of cognition and self-reported course satisfaction in an online music appreciation course /." Diss., UMK access, 2007.
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Thesis (Ph. D.)--Conservatory of Music and School of Education. University of Missouri--Kansas City, 2007."A dissertation in music education and education." Advisor: Joseph Parisi. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 2, 2008. Includes bibliographical references (leaves 132-176). Online version of the print edition.
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Stiller, Barbara. "Erlebnisraum Konzert : Prozesse der Musikvermittlung in Konzerten für Kinder /." Regensburg : ConBrio, 2008. http://d-nb.info/986203424/04.
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Johnson, Stephen. "Hecate nocturne : for large orchestra." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99173.
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With Hecate Nocturne, I set out to create a unified piece of substantial length. The piece features certain sounds of British Columbia---birds, animals, wind, water, machinery, and folksong; their musical depictions represent a growing interest of mine, one which was expanded significantly in this piece.The primary goal of the thesis is a close interconnection of all musical material, at all levels; that a limited pool of material could produce, through motivic development, all the components of the piece, from small to large. The secondary goal is to give the music a "sense of place" through depictions of natural sounds occurring---in this case---in British Columbia. The tertiary goal is to write musical returns, or recapitulations, that are always significantly altered from their original presentations, to give the piece a feeling of consequence or alteration. This last goal arises from the aesthetic application of some of the composer's philosophical beliefs.
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Chen, Kuo-Hua. "Effects of different performers and newly made violins on musicians' and non-musicians' perceptions of recorded violin performances /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055677.
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Thesis (D.M.A.)--University of Oregon, 2002.Reproduction fo typescript. Includes vita and abstract. Includes bibliographical references (leaves 114-120). Also available for download via the World Wide Web; free to University of Oregon users.
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Mahoney, J. Jeffrey. "The Elements of Jazz Harmony and Analysis." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500764/.
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This study develops a method for analyzing jazz piano music, primarily focusing on the era 1935-1950. The method is based on axiomatic concepts of jazz harmony, such as the circle of fifths and root position harmonies. 7-10 motion between root and chordal seventh seems to be the driving force in jazz motion. The concept of tritone substitution leads to the idea of a harmonic level, i.e., a harmony's distance from the tonic. With this method in hand, various works of music are analyzed, illustrating that all harmonic motion can be labelled into one of three categories. The ultimate goal of this analytic method is to illustrate the fundamental harmonic line which serves as the harmonic framework from which the jazz composer builds.
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Yackley, Aaron K. "Enjoyment of Music by Non-Participants in School Music." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu156217548202137.
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Wolf, Motje. "The appreciation of electroacoustic music : an empirical study with inexperienced listeners." Thesis, De Montfort University, 2013. http://hdl.handle.net/2086/8680.
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The research contained within this PhD project forms part of the Pedagogical ElectroAcoustic Resource Site project of the Music, Technology and Innovation Research Centre of De Montfort University Leicester. This thesis contributes to current research in music education and musicology related to electroacoustic music. The purpose of this research was to investigate the influence of teaching on the change in inexperienced listeners’ appreciation of electroacoustic music. A curriculum was developed to introduce electroacoustic music to 11 to 14 year old students (Key Stage 3). The curriculum was based on concepts distinguishing between electroacoustic music using (mainly) real-world sounds and generated sounds. The curriculum is presented in an online learning environment with an accompanying teacher’s handbook. The learning environment represents the prototype for the pedagogical ElectroAcoustic Resource Site offering online learning, blended learning and classroom-based learning. The website was developed following user-centred design; the curriculum was tested in a large-scale study including four Key Stage 3 classes within three schools in Leicester. In five lessons music using real-world sounds (soundscape and musique concrète) was introduced, which included the delivery of a listening training, independent research and creative tasks (composition or devising a role-play). The teaching design followed the methods of active, collaborative and self-regulated learning. Data was collected by using questionnaires, direct responses to listening experiences before and after the teaching, and summaries of the teaching written by the participants. Following a Qualitative Content Analysis, the results of the study show that the participants’ appreciation of electroacoustic music changed during the course of these lessons. Learning success could be established as well as a declining alienation towards electroacoustic music. The principal conclusion is that the appreciation of electroacoustic music can be enhanced through the acquiring of conceptual knowledge, especially through the enhancing of listening skills following the structured listening training as well as the broadening of vocabulary to describe the listening experience.
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Young, Sharon M. "Music teachers' attitudes, classroom environments, and music activities in multicultural music education /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794066543544.
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Adamcyk, David. "Balbuzard : for solo clarinet, wind symphony and electronics." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111504.
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Balbuzard is a musical composition of approximately twelve minutes in length, scored for solo clarinet, wind symphony and electronics. It focuses on cluster-like sound masses and explores ways of using these to give the music a clear sense of direction. To this end, tools were developed using a variety of computer applications or programming languages, such as Lisp, OpenMusic and Cubase. These tools made possible a kind of graphic composition where diagrams of different shapes were entered into a computer interface and converted into source material. The generated source material consisted of several rhythmic strata whose pitches, mainly part of diatonic, octatonic or chromatic collections, followed the contour of the entered shape. With this visual process, it was also possible to explore the creation of contrapuntal textures by entering diagrams of lines representing the path of each contrapuntal voice.**This dissertation is a compound document (contains both a paper copy and a CD as part of the dissertation). The CD requires the following system requirements: Windows MediaPlayer or RealPlayer.
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Ross, Gordon. "Popular music analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ65051.pdf.
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Liu, Yan-Lun, and 劉燕倫. "The Theory and Application of Program Music and Absolute Music for Music Appreciation Teaching in Elementary School." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/47552432654005082556.
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Wang, Pin-Fang, and 王品方. "A Case Study of Experienced Music Teachers’ Music Appreciation Teaching Practice in Elementary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/48092733960202663700.
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碩士國立臺灣師範大學
音樂學系
104
The purpose of this study was to understand that two experienced music teachers’ viewpoints about music appreciation instruction and teaching practice in elementary school. A qualitative case study was utilized in this study. The research data were collected by interviewing and observing two senior music teachers in elementary school in Taipei. After analyzing the collected data, the major findings of this study were as follows: 1.Two experienced music teachers all agree that the range of music appreciation is broad. Besides cognition, but also includes skills in learning. Through active and inactive teaching activities, it can lead students to experience the beauty of music, and to cultivate their interests. 2.Different teachers in the teaching practice, have their own teaching characteristics. Two teachers were good at using "question", "discussion", " lecture" and "comparative appreciation" approach to lead students to listen. Besides above, teacher Sun also used another methods, such as "text", "theater", "videos" to assist students. Second example, teacher Fish used different methods, such as "text", "visual image", and "body movement" to help students more in-depth experience of music. Based on the findings above, the researcher would propose relevant suggestions for music teachers and provide these outcomes for future research studies.
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Droe, Kevin Lee Geringer John M. "Effects of teacher approval and disapproval of music and performance famlilarity on middle school students' music preferences." Diss., 2005. http://etd.lib.fsu.edu/theses/available/etd-05272005-163742/.
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Dissertation (PhD) Florida State University, 2005.Advisor: John M. Geringer, Florida State University, College of Music. Title and description from dissertation home page (viewed 06-22-07). Document formatted into pages; contains 97 pages. Includes biographical sketch. Includes bibliographical references.
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Chung, Yun Chi, and 鐘云圻. "A Study of the Application of Popular Music for Music Appreciation Teaching into the Elementary School." Thesis, 2019. http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=dnclcdr&s=id=%22107CGU05457006%22.&searchmode=basic.
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碩士長庚大學
商管專業學院碩士學位學程在職專班經營管理組
107
The purpose of this study is to explore the effectiveness of popular music in the teaching of small and medium-sized music appreciation for students in the third year of music. This research adopts action research and conducts ten-week music appreciation teaching for a class of students from a small country in New Taipei City. The researcher divided the curriculum design into five modules for teaching, and used teaching logs, thought notes, video materials, and study sheets as research tools. The following research results are summarized: 1. The use of popular music in the teaching of small and medium-sized music appreciation, using the familiarity of the subject matter of the students, can improve the motivation of learning.The use of popular music can help students learn music related knowledge. 2. The use of popular music can help students learn music related knowledge. 3. The design of a multi-disciplinary curriculum with students as a theme is of great help to students' knowledge growth and teachers' professional competence. The following recommendations are made for the results of the study: In the design of music appreciation courses, the selection of songs should meet the students' prior knowledge and life experience. For the editors of the textbooks, you can combine the popular music that you often hear in life with the classical melody.
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Chou－Chin, Wu, and 吳秋琴. "Research on The Teaching of Music Appreciation in Senior High School." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/83280381332447339964.
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Chien, Hsiao Hsuan, and 簡曉軒. "The Influence Of Teaching Music History Unit For Junior High School Students On Accomplishment Of Music Appreciation." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/31422686670414930530.
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碩士國立臺灣藝術大學
藝術與人文教學研究所
100
In teaching aspect of Arts and Humanities, the accomplishment of music appreciation is more and more important. In junior high school course of Arts & Humanities, one of the main target is to encourage and accomplish students may shape an entirety of concept in music art as to a bi-way reactivity, instead of traditional one-way listening, can be intrigued that they are able to express their own feeling and response. However, the realistic scenario in teaching classroom is we only can see most of students have lost their natural comprehensiveness of music appreciation. The reason of inducing to this result, I think, mainly comes from the content of contemporary editorial course of Arts & Humanities are ripped apart to fit for the title of each chapter without sequential considering the fluency and continuity. The research in this seminar is trying to find by using a revised music course with logical contents and sequential alignment of music history to improve the acknowledgement and appreciation for students, and moreover, to maximize the positive influence of music in their pragmastic life. This research is a “Nonequivalent Pretest-Posttest Designs”. Researching gears Include: (1). A self-editorial test of music accomplishment and appreciation for Junior High School students. (2). On classroom handout and learning sheet. (3). An observation and recording result sheet. (4). Underwriter’s memorandum during course of teaching. All quantified data are analyzed by using t-test and ANCOVA of SPSS. The sample of the two groups each has twenty-three students were all taken from the eighth grade of a junior high school in Miaoli County, Taiwan. The control group was assigned to take the contemporary editorial course of Arts & Humanities, and the experimental group to take twenty lessons of self-editorial contents in segment of music history, which last for about one and a half monthes. Besides, all other qualified data are analyzed to supplement the inadequacy of quantified data. The final result after analysis shows: 1. The self-editorial contents in segment of music history benefit the testers upgrading their accomplishment of appreciation as well as it widely increases their absorption in relative knowledge of music appreciation. Nonetheless, it do not have obvious result in improving their eagerness or technique in music appreciation. 2. Using the underwriter’s self- editorial version as a textbook in teaching Arts & Humanities has feasibility not only enable the teacher in easier transferring but also shorten the path in student’s learning and appreciating. At the end of this report, I wish to submit some opinions, which are concluded from this research, for people working in relative field/ educational colleagues or academic researchers as a reference.
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Lin, Pei-Chen, and 林佩珍. "A Study of Icon-Assisted Music Appreciation Teaching of Music Textures for the Sixth Graders in Elementary School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/40373449826057388908.
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碩士國立臺北教育大學
音樂學系碩士班
97
The purpose of this study was to, through an exploratory case study, investigate how students performed in the cognitive expression and aural recognition of music textures in a music appreciation instructional process. Qualitative methodology was used as the main research approach while quantitative data was also collected. Subjects were 34 sixth-grade students in an elementary school in Taichung City. A total of 16 lessons were implemented in two months. The curriculum of the instructional contents was of a spiral design, with Bruner’s modes of representation adopted as the theoretical bases of material development and cognitive representation. The five instructional themes consisted sequentially of knowledge about the concept of texture, of monophonic texture, of homophonic texture, of polyphonic texture, and aural recognition of textures. Based upon data analysis and results discussion, the following conclusions are drawn: Firstly, with the assistance of icons, it was easy for students to build up their concepts of music textures. It was thus imperative to select appropriate icons for constructing the cognition of music textures. Regarding music appreciation instructional process, iconic scores fostered students’ understanding of music works, improved the easiness of texture appreciation, and paved the way for the instructional goals and learning effectiveness of attentive listening and repetitive listening. Furthermore, the presentation modes of iconic scores had tremendous influences on the effects of the assistance. Secondly, regarding students’ ways to present their cognition of music textures, three perspectives can be discussed. Their pointing to icons of music textures helped to reveal their level of texture understanding as well as the particular music part they chose to listen to. Besides, students were unable to come up with music icons simultaneously when listening to different textural works without the modeling of the instructor. Furthermore, in terms of word description, students were found to be able to describe their perception toward different textural changes, the understanding of the definition of music texture and textural types, and their reflection of the texture-related music appreciation curriculum. Thirdly, students improved significantly in their aural recognition ability of different music texture sounds and textural types. They were good at recognizing, sequentially, homophonic music, monophonic music and then polyphonic music. Lastly, in the process of music texture appreciation instruction, students revealed different attention to either music or icons as well as a change of their music appreciation preferences. Their learning attitudes were observed to be very attentive, positive and in enjoyment. Repetitive listening of related music works did not cause their boredom; they also took “understanding-taking” listening very well.
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TSENG, HSIAO-SHIH, and 曾曉詩. "The Cultivation of Music Appreciation Using Philosophy for Children in Elementary School-- From Perspective of Reimer’s Music Education." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/z852fx.
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碩士華梵大學
哲學系碩士班
107
This study aims to describe the natural affective reactions of humans to musical stimuli regardless of age and social roles. My perspective is based on the educational philosophy developed by Bennett Reimer which is centered around musical experiences. Mr. Reimer advocates music and aesthetic education and argues that affective experiences in daily life can be intensified and aesthetic experiences generated through music experiences. Music educators should assist their students in developing a deeper and wider appreciation of music based on their inner mindset through participation in musical activities. This also enables them to generate and share subjective experiences. In the first part of this study, the author discusses the connotations, purposes, theories, and implementation principles of philosophy for children to gain a deeper understanding of its concepts, goals, and directions. It follows by the description of the status quo of music education in Taiwan, and then discussed the issue of music education in music-related courses in the Grade 1-9 curriculum. In the third part, author studied and discussed the emotional experience and the meanings of the music in the Reimer’s philosophy of music education. In the final part, a music appreciation curriculum suited to the needs of elementary school students is presented through a synthesis of exploratory group techniques of philosophy for children and Reimer’s affective experience and music education concepts. Finally, my conclusion is that though community of inquiry which involves Reimer’s philosophy of music education, children could experience their own aesthetic via joining the show of the audio art, and they will tend to listen and enrich different images. This could help children to develop the ability of music and aesthetic appreciation.
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陳姿光. "A Study of the Application of Pop Music for Music Appreciation Teaching at the Junior High School Level." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/81126134625154519982.
Full textAbstract:
碩士國立臺灣師範大學
音樂學系
86
The study investigated the feasibility of ncorporating pop music into the junior high school music curriculum. Pop and classical music were compared for efficiency as teaching material for teaching music elements identification. The influence of the learning transfer to the other genre of music was also investigated. The subjects'' attitude toward these two genres of music, both before and after the instruction, was also examined to see if there was influence of instruction. Classical and pop music were used, control and experimental group separately, to teach the identification of eight music elements, namely melody and rhythm, harmony, form, dynamics and tempo, category of humen voices, category of music instruments 1, 2 and ensemble. Two classes of Minchuan Junior High School were randomly assigned to experimental (36 students) and control (33students) group. The subjects were tested on "Achievement Test for Music Elements Identification" developed by the researcher. The difference between the pre-test and post-test scores was examined to see if each genre of music was suitable as teaching material. The score difference were further compared between two groups to see which genre was more efficient. Data obtained from the achievement test and the questionnaire "Self-Report on Music Preference and Music Consumption" were subject to the two-way analysis of variance, three-way analysis of variance and t-test. The analysis yielded the following results: 1.Both pop and classical music used in this study proved suitable in improving the ability of music element identification. However, no significant differences were found between the two genres. 2.Learning transfers were found in both control and experimental group. Students received instruction using pop music showed identification ability improvement in classical music, vice versa. 3.In terms of usic preference, the students in pop music group showed the same inclination toward pop music only. The classical music group, however, showed changes in preference group, namely from "pop music only" toward preference for both pop and classical music. Based on the results, the researcher urged the government considered the possibility of incorporating pop music into the junior high school music curriculum, and designate a task force to investigate the time schedule of this incorporating, the building of the suitable teaching repertoire from the bulk of pop music. Suggestions were made to evaluate songs for teaching material, how to formulate proper teaching strategies. Future studies were suggested to 1. include additional two groups of tudents, one without instruction in music element identification, one receiving instruction using both pop and classical music. 2. use senior high students as subjects. 3. study the pop music in Taiwan.
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Yeh, Lin Chun, and 林君曄. "Applying Classic Music Animation to the Effects of Music Appreciation Teaching on Music Learning Interests and Achievement of Sixth Graders for Elementary School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/68577701473553998704.
Full textAbstract:
碩士國立新竹教育大學
音樂學系碩士班
98
The purpose of this study is to investigate the effects of applying classic music animation to music appreciation teaching on music learning interests and achievement of sixth-graders for elementary school. Sixty five sixth-grader students from a school in Taoyuan County were selected as subjects by cluster sampling, with one class in the experimental group and the other class in the control group. The music experimental teaching took the quasi-experimental methodology, and used qualitative anecdotal records, descriptive statistics, dependent t-test, one-way ANCOVA, independent t-test and two-way ANOVA correlation as the research way. According to the analysis of data, the conclusions are as follows. 1. Learning interests: a) Experimental group had higher scores in learning interests after experimental lessons. b) Experimental group had significant higher learning interests than control group after experimental lessons. c) There were no significant interactions between gender and groups, between students with instrument learning experiences and groups, or between students attending music clubs and groups in learning interests. 2. Music learning achievement: a) Experimental group had significant better performance in music achievement than control group after experimental lessons. b) There were no significant interactions between gender and groups, between students with instrument learning experiences and groups, or between students attending music clubs and groups in learning interests. But students with female gender, instrument learning experiences or attending music clubs had better performance in music achievement. 3. Behavior of students in music appreciation teaching: Experimental group had significant better performance among the aspects of cognitive, affective and psychomotor than control group after experimental lessons.
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Liao, Yi-Wen, and 廖翊妏. "A Research of Computer-Assisted Instruction on Music Appreciation in Elementary School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/39354135153707876820.
Full textAbstract:
碩士國立屏東教育大學
音樂學系碩士班
95
The purpose of this study is to explore the effects of Computer-Assisted Instruction in music appreciation in fifth and sixth grade elementary students. A self-designed Questionnare on interests and attitudes to assess students’ reactions. A survey was also utilized to deside the satisfaction scale on the ease of use level of the software used in this study. This study is a semi-experimental research. The subjects are 72 sixth grade elementary students devided into two groups. The software used in experimental group is the CD TimeSketch Editor published by Electronic Courseware Systems, Inc. A pre-test was used to make sure there was no difference in student levels. The time period of this research is five weeks. Students in both groups received two sessions, forty minutes each, every week on music appreciation lessons including music forms and anaysis, music styles, and composer background, etc. A post-test was utilized to determine the difference on teaching effects one week after the completion of experiment. The data collected was analyzed using both Descriptive Statistics and One-way ANOVA. The results of this Research are as follows： 1. The posttest scores show a statistically significant results on the experimental group students. 2. There is no statistically significance in students’ interests and attitudes. 3. Students show a high satisfaction on the software used in this study. 4. There is a high correlation between posttest scores and software satisfaction on the experimental group students. On conclusion, several suggestions were drawed from this study： 1. For the educational bureau and school administratives （1） Development of music software should be encouraged. （2） There should be more seminars in this area to improve teachers’ competence in incorporating music technology in their teaching. （3） More fundings should be provided for schools to improve music hardware and software. 2. For future researches （1） Choosing subjects from different grades or increasing the number of subjects to make this study even more reliable. （2） Increasing the period of research for each session. （3） Adapting the concept of this research to the cooperative learning or web-based learning.
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Chang, Heng-Kai, and 張恒愷. "A Study on Construction of Music-Appreciation Competence Indicators for Elementary School." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/86983509209676043140.
Full textAbstract:
碩士國立臺灣師範大學
音樂研究所
89
Abstract The purpose of this study is to construct indicators of music-appreciation competence in elementary school. A survey is made among elementary school music teachers, music scholars, and those working in music-related fields. Research methods include literature review and questionnaires. Competence indicators and theories of music-appreciation instruction are discussed in literature review. Besides, the contents of indicators are established mainly based on the curriculum standards of music appreciation both in Taiwan and abroad. After tests of validity and reliability, evidence-based data are collected through survey. There are 178 questionnaires distributed with 161 replies, among which 157 are effective. By analyzing descriptive statistics, t-test, and One-Way ANOVA of the obtained data, the following conclusions are reached: (1) The contents of the indicators contain three aspects: cognition, skill, and sentiment. According to the statistical results, 12 indicators are suitable for the first and the second graders, 9 for the third and the fourth graders, and 10 for the fifth and the sixth graders. Most of the samples show consistent opinions on each aspect and indicator. (2) Due to factors like: insufficient accomplishments of teachers, deficiency in software and equipment, haste in class hours, less connection between curriculum and the living environment, and shortage of evaluation tools, there are needs for improvement of music-appreciation instruction in Taiwan. (3) Current elementary school curriculum standards of music have the merits of flawless conceptions and clear goals. However, they still have defects like: contents being too complicated, lacking coherence and flexibility, emphasizing on Western music, and short of practicability and diversities. In order to attach value to the indicators of music-appreciation competence, the following suggestions are made by the researcher: (1) For elementary school music teachers: Inspect teaching effects and improve quality of teaching in accordance with the indicators; try to compile teaching materials and design curriculum; be able to develop evaluation tools. (2) For schools: Elaborate school-based indicators of appreciation competence, using the contents of the indicators formed in this research. (3) For authorities of education: Examine the quality of music instruction in every school according to the indicators of appreciation competence; build systematic curriculum plans and evaluation tools; take the indicators into account in teacher training programs and qualification examinations; provide sufficient research resources to prefect the indicators. (4) For succeeding studies: Expand the research objects of the indicators; develop other indicators of music-related competence; improve human factors to polish the indicators; design curriculum and instructional materials on the basis of the contents of the indicators; prepare evaluation tools for appreciation; assess the feasibility of indicators suggested by the samples.
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Huang, Shih-han, and 黃詩涵. "An Action Research of Thematic Classical Music Appreciation Instruction In Elementary School." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/44569807677393208971.
Full textAbstract:
碩士國立中山大學
教育研究所
93
This report describes an action research instruction that was designed to determine the effect of using thematic classical music in the music appreciation class of 5th Graders. Through the assistance of Information Technology and the performance of musical drama，the researcher tried to breakthrough the traditions and innovate a action project of music instruction. This research aims to construct an instructional material and teaching mode integrated information technology of thematic classical music appreciation instruction in elementary school. It was also to appraise the effect on learning motivation and classical music appreciation competence. The subjects consisted of two classes 5th grader students selected from the researcher’s elementary school. The classical music appreciation instruction program included three pieces of classical music for appreciation and musical drama. At the research period of eight weeks, the data will collected through teacher observation records, research journals, interviews, pictures, digital video, pre-questionnaire, thematic worksheets, and questionnaire of learning effect. The results indicated（1）In affective aspect, students’ learning motivations ,fondness for classical music, and classical music appreciation competence can be improved in the thematic classical music appreciation instruction.（2）In skill aspect, there is a better linkage between the stage property, action designed by students and the characteristics of classical music. Also in the musical drama, students perform how they feel about music.（3）In cognition aspect, it is an significant improvement on students’ recognizable competence of quick-slow rhythm and musical instruments tone, but not including oboe and clarinet. Due to the time is limited, recognizable competence of pitch changing is not completed.（4）In teacher’s professional competence aspect, the researcher has progress on information technology applications, curriculum design, critical reflection, ＆ music instruction. In conclusion, thematic classical music appreciation instruction mode can be easily implemented for teachers.
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Wu, Hui-Chen, and 吳慧貞. "The Study on the Music Appreciation Preferences of Junior High School Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/41819743022113478691.
Full textAbstract:
碩士明道大學
課程與教學研究所
100
The purpose of this study was to investigate music appreciation preferences (classical music and world music) of junior high school students in Changhwa County. For this investigation, the music preference questionnaire was developed from the literature review. A total number of 810 questionnaires were issued, 788 copies were received. Among the questionnaires returned, 715 were valid, with a rate of 90.74％. Statistical methods, included descriptive statistics, t test and ANOVA were used for data analysis. The research results showed that: 1.These junior high school students prefer classical music than world music. 2.In terms of gender variable, male students prefer listening to whole music and world music more than female students. 3.These students with music learning experience show higher appreciation of whole music and world music than other students. 4.Students with high family socioeconomic status are more like classical music than other students. 5.In addition, the study showed a significant interaction between gender and family socioeconomic status of these junior high students. Finally, the results make a few suggestions and look forward to providing a useful reference for educational institutions and parents to junior high school students’ music appreciation.
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Chen, Hui-Fen, and 陳慧芬. "Research on Applying Pointillistic Music to the Design of Music Appreciation Course in Elementary Schools." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/61811098094332703861.
Full textAbstract:
碩士國立新竹教育大學
人資處音樂教學碩士班
95
The objective of this research is to investigate the application of Pointillistic Music to the instruction of the 3rd grade music appreciation course in elementary schools. By applying the Action Research Method, the current study aims at (1) inspecting a model with 「Pointillistic Music」as the main theme for the instructional activities of the 3rd grade music appreciation course, (2) observing the responses from the students, and (3) evaluating the feasibility of this practice. Sixty-four 3rd grade elementary school students participate in this research which involves four stages: asking questions, testing the course, implementing the course, and completing the final plan. By focusing on four topics for the course design, the study applies action research with “learning-by-doing” and “thinking-by-acting” to prove the relative theories for the purpose of putting instructional ideals into practice. The results show that (1) the course design provides a variety of instructional possibilities, (2) Pointillistic Music broadens the students’ learning styles and (3) the model with Pointillistic Music proves to be feasible. Based on these results, the researcher proposes suggestions for future research.
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Chia-Pei, Tsai, and 蔡佳珮. "A Case Study of a Junior High School Music Teacher’s Teaching Beliefs and Praxis — Examples of Music Appreciation Instruction." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/27411404687769967311.
Full textAbstract:
碩士國立臺北教育大學
音樂學系碩士班
96
The purpose of this study was to explore the relationship between one junior high school teacher’s teaching beliefs and practices, the correspondence between teaching beliefs and practices, factors that influence them, and the importance of teaching reflection on teaching praxis. In order to achieve the above-mentioned purposes, a qualitative case study was used as the research approach in this study. The methods used for data collection included interview, document analysis and classroom observation from a music teacher who taught junior high school general music in Taichung City throughout a semester. It was found that the participant teacher’s teaching beliefs and practices influenced each other. The discrepancy between teaching belief and practice resulted in the teacher’s change in teaching beliefs, for instance, teaching goals, content and teaching strategy. Of these, teaching strategy was changed the most. The discrepancy between teaching beliefs and practices and the participant teacher’s own beliefs on improving teaching quality brought about the teaching reflection, which resulted in an adjusted teaching strategy. The conclusions of the research are as follows: 1. Teaching reflection helps music teachers to strengthen the relationship between teaching beliefs and teaching practice; 2. The participant teacher’s teaching beliefs were adjusted and modified mainly on teaching strategy; 3. The participant teacher’s whole teaching framework can be visualized as a spiral shape; 4. In the music teaching practice, music appreciation instruction and music performance instruction are interdependent.
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Hsiao, Ya-tai, and 蕭雅黛. "The Study of the Metacognition Status in Music Appreciation Instruction of the Junior High School Music Teachers in Tainan City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/04253733891736304056.
Full textAbstract:
碩士國立臺南大學
音樂學系碩士班
100
This thesis aimed to study metacognition status in music appreciation instruction of the junior high schools music teachers in Tainan city, Taiwan. A questionnaire with a total of 41 items was developed for the study. The research made use of the following three elements: planning, monitoring and evaluating. Teaching material development, teaching methodology, and assessment items were the three main topics in developing these questions. Some background information from music teachers were also considered in the study. The questionnaire was distributed to 110 music teachers and 101 copies were returned. The response rate was 91.8%. The major findings were presented as follows: 1.In general, music teachers in Tainan city followed the 2008 Curriculum Guidelines in designing course materials. Using other existing reference books, they would also consider students’ interest and needs in developing the course materials. 2.Survey results from “teaching methodology” indicated that most teachers prefer to employ multimedia to assist their daily teaching activities. 3.For that part of instructional assessment, results indicated that authentic, performance assessment and observational, reflective evaulation styles were much preferred by the teachers. 4.Some differences were found in “teaching methodology” between teachers, who had and had not completed Educational Program for Secondary School Teachers. 5.Less consistency was found in monitoring and adjusting the plan in “teaching material development”, “teaching methodology”, and “instructional assessment”. 6.There was a strong correlation between the school size and monitoring the plan. 7.There was a positive correlation between planning and monitoring, although it was not as strong as expected. 8.It was found that the most practical teaching material was for those using famous musicals and movies. While the most popular teaching methodology was the use of multimedia, students’ performance assessment was preferred in instructional assessment. 9.The least popular teaching material was for those based on specific issues such as life and environmental education. Teaching methodology involved body movement was not preferred, nor was portfolio assessment for the final assessment. Based on the results of this study, some suggestions are made regarding the teaching of music appreciation, and future research work recommended.
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Lin, Chi-Jung, and 林其融. "A Study of the Implementation of Popular Music Elements as Preliminaries to Elementary School Upper-grade Level Classical Music Appreciation." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/90313970418761121802.
Full textAbstract:
碩士臺北市立師範學院
音樂藝術研究所
93
The purpose of this study was to design, for upper-grade level elementary students, a feasible music appreciation curriculum program that utilized popular music elements as preliminaries to classical music. The effectiveness of students’ learning outcomes, the effectiveness of teacher’s instruction, the interaction relationship between the instructor and the students, and the impact of students’ musical preference were examined. Qualitative approaches were the primary research methodologies, with quantitative data as auxiliary information. Subjects consisted of one intact class of 25 sixth-grade elementary students of Taipei city. The instruction experiment lasted for two months. Contents of the instruction experiment involved musical elements described by Boardman et al., together with the corresponding sixth-grade teaching materials prescribed by the 1993 Elementary School Music Curriculum Standards. The similar characteristics of musical elements between Chinese popular music and classical music was implemented as foundations of instructional design. Besides, the transfer learning theory of identical elements, the creative-infused curriculum perspective as well as the music appreciation instructional strategies were adopted for curriculum development. A curriculum program of beginning with the study of popular music elements then shifting to classical music appreciation was activated to investigate the feasibility of popular music-induced music curriculum development. Data was collected and analyzed from literature review, qualitative anecdotal records, interview and “Self-Report Questionnaire of the Preferences of Popular Music and Classical Music.” Based upon data analysis and results discussion, the following conclusions were drawn: 1. The contents and characteristics of the popular music-induced music curriculum matched the preference of most upper-grade level elementary students, and thus triggered students’ learning interests and promoted more active participation as well as overall learning motivation among students. 2. The implemented music appreciation curriculum program that utilized popular music elements as preliminaries to classical music offered students more adaptive, rich, meaningful and fun music-learning experiences. 3. The music appreciation curriculum program that utilized popular music elements as preliminaries to classical music had positive impact upon students’ learning. It not only took hold of students’ learning interests, softened the unbreakable image that classical music is hard to reach, but also helped to promote learning in the cognitive domain as well as the affective domain. However, due to the fact that the instruction experiment of this study was music appreciation-based, students seemed to achieve less in the psychomotor domain. 4. The music appreciation curriculum program that utilized popular music elements as preliminaries to classical music fostered good interaction relationship between the teacher and students. It also, because of the emphasis upon step-by-step gradual learning improvement in the curriculum design, exerted positive impact for the teacher to achieve teaching effectiveness. 5. This music curriculum program caused no significant impact upon students’ preference for both popular music and classical music. It did raise students’ liking for music on a small scale. According to the research findings, the following suggestions were proposed: For elementary music educators: The research suggested that popular music can be incorporated in music curriculum to help instruction, with teachers’ related professional knowledge and skills elevated at the same time. Equal attitudes should be assumed toward popular and classical music, together with a varied, fun, sequential music teaching activities provided. The selection of music repertoire has to be carefully evaluated to choose popular and classical music that match instructional objectives. The factors of gender and liking are to be taken into consideration in music repertoire selection so that most students will accept. For future research: Research subjects can be broadened to different areas and to a larger research subject number. The factors that shape their music preference can be investigated. How lyrics of popular music influence students can be examined. Future research can also involve different theories of transfer of learning, different research methodologies, and longer research time.
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Huang, Fu-Nuan, and 黃富暖. "An Experimental Study of Applying Network Resources Learning in Senior High School Music Appreciation Curriculum." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/25388922110991043948.
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李東穎. "The Study of Visual Arts Elements on Music Appreciation Teaching of Elementary School at Taiwan." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/71060902640096668834.
Full textAbstract:
碩士臺北市立教育大學
音樂藝術研究所
94
This study concentrated on the application in musical appreciation pedagogy of the basic elements in applied visual art. These musical elements include rhythm, melody, tone and music structure. It has also developed relevant teaching materials for empirical studies and investigated the effect of teaching. Both quantitative and qualitative research methods were utilized in this study. First reviewed relevant literature on the characteristics and relevancy of musical and visual elements. Then developed musical appreciation curriculum suitable for 5th graders in elementary school based on relevant analysis of the literature. The research subjects of this study were 29 5th graders enrolled in one of the Keelung City elementary schools and a teaching experiment of 14 classes was conducted. Contents of the teaching experiments were in accordance with the learning content of elementary school music and artcraft curriculum standard in 1994. The pedagogical design was based on musical elements of rhythm, melody, tone and music forms and visual art elements of point, line, color and etc. In addition, we have selected repertoire of the learning of musical appreciation for this semester year, design curriculum that will instruct students with visual elements in musical appreciation and investigate the possibility of applying visual elements in musical appreciation course. The data was collected through methods such as literature review, qualitative record, quantitative record and etc which were further analyzed and discussed. According to the data analysis and result discussion after applying visual elements in courses of musical appreciation pedagogy, we have obtained the following conclusions: 1.Visual art elements helped students to interpret music with visual elements and pictures and promoted their ability in music listening. Students were able to discern different kinds of musical elements in music and discover the change of rhythm, melody, tone and repetitive composition pattern. 2.Visual elements helped students to learn music in an easy way that can easily help to transfer inner image into pictures. 3.Visual elements initiated learning methods of collaboration and free thinking which created pleasant leaning atmosphere and stimulated student’s potential. 4.Visual elements inspired students to be more active and motivated them to participate which promoted overall learning willingness. 5.Visual elements simplified the difficulty of classical music long established in students’ mind and helped them to learn in aspects of cognition and emotions. As this study focused on appreciation courses, the learning in skills may be rather insufficient for students. Hence, the suggestions were made based on findings of this study: 1.Pedagogy On the aspect of teachers’ professional ability development, I suggest that teachers of music specialty should participate in the relevant seminars of visual art and exhibitions to expand their knowledge in art; other than the assistance of visual elements, teachers can elevate students’ musical sense with rhythm, depiction and stories; teachers can also conduct integrative instruction on musical appreciation and other musical contents such as music theory singing, and etc; after post-appreciation discussion and evaluation can strengthen students’ impression and enhance their understanding for the music. In addition, it is suggested to establish a set of evaluation index for musical appreciation pedagogy encompassing cognition, emotion and skills. Other than evaluating students’ cognition for musical elements, the evaluation index should include workpiece performing interpretation, creation motivation, background, workpiece content structure, creation techniques and artistic value. 2.Suggestions for relevant future studies I suggest that different teaching methods can be designed based on the development of student cognition level which might extend upward, downward or other leaning stages. Comparisons may be made on the feasibility and efficiency of such teaching method applied at different stages. For future studies, different research methods or longer research period may be applied to investigate the influence of such teaching method to students.
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-Ting, Chang Tze, and 張慈婷. "The Experimental Study of Application of Critical Thinking in Senior High School Music Appreciation Instruction." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/58593602142021991549.
Full textAbstract:
碩士國立臺灣師範大學
音樂研究所
87
The purposes of this study were to develop a critical thinking program(CTP) based on the theoretical framework and teaching model of music appreciation. The study methods were employed including literature review, experiments and interviews, to comprehended CTP’s feasibility in the school music curriculum, and by undergoing a 5-week teaching experiment to evaluate the effects of appreciation instruction on comprehensive school students. The subjects of this study were totally 96 students of 10th grades in senior industrial vocational school National Changhua University of Education. Among them, 48 were grouped as the experiment group and 46 as the control group. After CTP instruction, the major results indicated: 1. CTP could improve 10th grade students’ holistic ability of music appreciation. 2. The students in the experiment team had a positive assessment toward the experiment. Great improvement could be found in the design of CTP and students’ reaction by using CTP instruction. The interviews were confirmed the students’ positive assessment again, and found preparing together with reviewing could enhance the interesting and effectiveness of music learning. Besides, there were other suggestions as follow: First, to play more times of music pieces; second, to base on the foundation of solo music while listening music in concert; third, to prolong and add discuss time both in groups and at worksheet, and the last as to establish students’ music aesthetic value before CTP instruction. The suggestions based on the process and results of this study in the hope to serve as references for future improvement and research on education were proposed.
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Chen, Pei-Hsin, and 陳培昕. "An Action Research of Integrating Gender Equality into Music Appreciation Teaching at Junior High School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/80298687305153907148.
Full textAbstract:
碩士國立臺灣師範大學
音樂學系
105
The purpose of this research was to explore the integrating gender equality into music appreciation teaching. In order to understand the students' awareness of gender equality issues, and the reflections of the teacher on the implementation of gender equality in music appreciation teaching. In this research, using action research method, to teach 112 students of seventh-grade in a junior high school, and chooses the ballet "Swan Lake" as the teaching material. The researcher conducted two units of the music appreciation teaching. The conclusions were as followed: 1.The students' awareness of gender equality issues through the music appreciation teaching: students' overall performance on "Scale for Adolescents' Attitude to Gender-role" is good, and who have significant difference on gender, father's level of education, and family elders. The students have good performance on the learning sheets. 2.Teachers for the integrating gender equality into music appreciation lessons after teaching reflection: (1)Materials choose: teachers need to consider the ability of students to understand the difficulty degree of material, the lengthy material should be simplified appropriately. Teachers can use the teaching materials which are related to pop music for connecting the teaching theme. (2)Teaching guide: Teachers should have keen powers of observation, to notice the learning situation between students, and giving assistance and guidance timely. Then teachers arrange teaching content and appropriate time for students to get the best learning outcome. (3)Other teaching-related: Teachers can create a good climate of class management by guiding and asking questions, to help students taking participation proactively, then guiding students to think proactively about the curriculum into the relevant issues that could promote students' learning effects. Based on the conclusions, the researcher offered suggestions for music educators and the future studies
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Yeh, Shan-shan, and 葉珊珊. "Curriculum Action Research on Teaching Music Appreciation at the Lower Grade in an Elementary School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/39669472777985504502.
Full textAbstract:
碩士南華大學
幼兒教育學系碩士班
97
The purpose of the research is to design proper music appreciation curriculum in Life Curriculum in the elementary school. The research also aims to understand students’ feeling and acceptance of the music appreciation curriculum. Through the curriculum, the research intends to promote teachers’ professional development. The research employed curriculum action research. Research subjects are 26 second graders (14 male students and 12 female students) in the researcher’s class. The collected data includes the questionnaire on students’ interests toward learning music appreciation, the notes of classroom observation, the records of important events, the records of focus group interviews, learning portfolios of students, feedback forms of teaching, and reflective journals. The research findings are: 1. The design of the music appreciation curriculum was suitable for lower graders. It is feasible to apply drawing, story-telling, body movement , and instrumental ensembles as multi-arts-learning-assistance to teach music appreciation. 2. Students had high acceptance of the music appreciation curriculum. In the emotional aspect, students’ music feeling was promoted. In the cognitive aspect, students made progress in understanding music elements and music connotation. However, due to the short duration of teaching, students showed relatively weak performance of stability and control of rhythm and pitch, and distinction of tonalities. 3. Through the action process of designing, practicing, reflecting, and revising the music appreciation curriculum, the researcher promoted her professional development. Finally, on the basis of what the research had learned during the research process and the research findings, the researcher made suggestions on music appreciation curriculum design, music teachers’ professional competence, and future related studies. The research intends to provide useful suggestions for teachers and personnel who are engaged in work related to music teaching.