Action Research on Elementary School Senior Students’ Learning Attitude Towards Music Learning Combined With Creative Drama

• Main Authors: Shu-ling Chen, 陳淑玲
• Other Authors: Fung- Ching Cheng
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/83336792332638055461

碩士 === 國立臺南大學 === 國民教育研究所 === 92 === The purpose of this thesis is to investigate the influence of creative drama, when applied to music teaching and learning, upon elementary school senior students’ learning attitude. The author applied action research to investigate the teaching gist and techniques of creative drama, the practical methods when applied to music teaching and learning, and the ways students learned. Subjects were this author’s students, one class from Grade 5, the other from Grade 6. This investigation lasted for 24 classes. A simple research in quantity was added to help the author to understand students’ learning attitude after creative drama education. The major results are as follow, Ⅰ.The teaching theory of creative drama: Creative drama is a classwide activity which involves a guider/teacher to help the participants/students express their imagination in dramatic ways. It is a collaborative impromptu production which puts its emphasis on the process and the pressure-free environment instead of the result. Ⅱ.When teaching creative drama, a teacher must 1. do teaching planning well, make good use of teaching stragegies, familiarize himeself/herself with guiding process and consulting techniques, make clear explainations and suggestions, fully use of teaching resources, and be reflective with backwash research. 2. have professionalism and passion, be a good listener towards students with encouragments and proper counselling, and accept students'' opinions. Ⅲ.Practical methods: 1. Use musical games as warm-up activities. 2. Combine body language, mimes, role-playing, and impromptu performance to teach music. 3. The integrity and step-by-step quality of music teaching and learning should not be sacrificed. 4. Teach in a slow but steady way according to the students’ experiences and abilities. 5. Arrange the class as a continuous two-period session. Ⅳ.Problems encountered during research: Adjustments in academic knowledge in learning music, time limit, teaching planning, and proper classrooms are problems needed to be solved. Ⅴ.The influence upon elementary school senior students’ learning attitude: 1. Most students enjoyed themselves more which enhanced their motives to learn. 2. Students were more willing to share their opinions and productions; 3. Classroom interactions were increasing and students experienced more joy in collaborative production; 4. When performing, most students were willing to express themselves. According the results of this research, the author makes suggestions for music teachers and executive offices in elementary schools.