Explore the Integration Teaching between Music and Geography through Volkslied

• Main Authors: Hsu, Hui Ning, 許慧寧
• Other Authors: 黃均人
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/43565572582859294453

碩士 === 國立臺灣師範大學 === 音樂研究所 === 90 === In responding to the enforcement of the New 1-9 Curriculum in September of 2002, in conjunction with the essence and the concept of educational reform, this study attempts to design the curriculum integration of “arts and humanities” and “social studies” through Volkslied. The main purpose is to appreciate the music which projects to the geographic environment, and to go deep into the recognition of humanities. Promoting and encouraging students to concern with the humanities, the researcher aim to introduce and prepare those with multi-cultural acceptance and a vision of the world. In addition, it is an attempt to advance music teaching through team teaching of overstriding domains or teaching design of curriculum integration that focuses on unit topics. In Chapter One of this study, it explores Volkslied and German historical events of that time. By looking into the differences of human geography in northern, middle and southern German, the researcher discover how they contribute to the unique styles in these local Volkslied. Chapter Two is to analyze the geographical influences from their birthplaces on the eleven German composers, and to study the Volkslied they’d been quoted. Chapter Three is aimed to design the complete structures of curriculum integration, teaching activity propositions, learning goals, teaching plans and learning lists according to the discoveries of the previous chapters. Through the test of teaching experiments, this research is to prove the feasibility of curriculum integration between music and geography, guided by Volkslied. The results of this study would offer the teaching modes of overstriding domains for “arts and humanities” and “social studies” of the New 1-9 Curriculum and serve as the reference for the publishing companies of textbooks or those teachers who attempt to develop and design the curriculum integration of overstriding domains. The results indicate that this approach could connect widthwise with different fields, stimulate students’ motives in active learning, as well as advance the learning effects, however, it would consume longer time. With regard to “social studies”, which are frequently under pressure of curriculum progress and entrance examination, it’s indeed not easy to practice. Consequently, a normalized teaching is the only answer to implementing the essence and concept of the New 1-9 Curriculum.