| Summary: | 碩士 === 臺北市立教育大學 === 音樂藝術研究所 === 94 === This study attempted to explore the application of movement-related music instruction to the teaching of music appreciation for the second graders in Taiwan. The musical concepts taught in this study included melody, rhythm, harmony, and form. A quasi-experimental nonequivalent pretest-posttest control group design was employed. The data were collected through a pre and post listening test, the researcher’s and the observer’s evaluations after the experiment, and the researcher’s reflective journal. Results are as follows: A second-grade group in Taipei was divided into an experimental group (27 children) and a control group (26 children). The former were exposed to movement/rhythm education while the latter were exposed to lecture-style teaching methods. After 12 class sessions, the following results were arrived at:
I. Movement/rhythm education is effective in teaching music appreciation.
• Students exposed to rhythm/movement education displayed noticeably higher listening skills than students who had been taught using traditional lecture-style methods.
• Students exposed to rhythm/movement education displayed noticeably higher rhythm discernment skills than students who had been taught using traditional lecture-style methods.
• Students exposed to rhythm/movement education displayed noticeably higher harmonization skills than students who had been taught using traditional lecture-style methods.
• Students exposed to rhythm/movement education displayed noticeably higher skills in discerning musical genres than students who had been taught using traditional lecture-style methods.
• Students exposed to rhythm/movement education displayed noticeably higher overall music appreciation skills than students who had been taught using traditional lecture-style methods.
• The researcher and fellow colleagues utilized standardized indicators of music appreciation to observe and evaluate student behavior during the playing of music. Students in the experimental group showed a 96.2% higher response rate than children in levels four and five. This shows that students displayed an extremely positive level
of music appreciation after undergoing this experimental educational method.
II. Students responded positively to rhythm/movement teaching methods in their music education.
• Students in the experimental group responded positively to
experimental teaching strategies employed.
• Students in the experimental group responded positively to their individually experienced growth as a result of being exposed to these teaching methods.
According to the aforementioned research results, we propose that elementary schools, teachers, and administrative units make relevant further recommendations relating to the determination of educational policy, the design of music appreciation courses, and cooperation with instructors and researcher.
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