A Study on School-Based Traditional Chinese Music Education Curriculum: A Case Study of an Elementary School in Taichung

• Main Authors: Chen, Chih-Hung, 陳志宏
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/03551661220197970615

碩士 === 國立臺中教育大學 === 教育學系 === 96 === The purpose of the study was to realize the development, the curriculum planning and practice of school-based traditional Chinese music curriculum in Enber (assumed name) elementary school. The study also discussed the roles played by the attendants, the related factors in the process, the faced difficulties, coping strategies and the effects. Qualitative case study was adopted in this study. The data obtained from the interviews, observations and documents are analyzed and inducted to understand the whole situation. The findings are shown as follows: 1. The planning and practice of school-based traditional Chinese music education curriculum (1)Use SWOTS analysis to find the conditions for school to develop traditional Chinese music education. (2)The committees of curriculum development and school-based curriculum were constituted to perform positively. (3)Take the democracy procedure of from below and broaden participate to set up the goal and vision of school education. (4)Use the resourced inside and outside the school to develop the school-based traditional Chinese music. (5)Use the alternative learning periods, related learning areas and the time after class to teach the curriculum. (6)The activities of school-based traditional Chinese music curriculum mainly focused on taking parts in art activities inside and outside school, conducts music instrument exhibition and teacher development activities. (7)Constitute the traditional Chinese music parent and teacher association in order to involving more parents. 2. The role and function which the school related members play in the curriculum (1)The principal is the key person to carry out the curriculum. (2)The administrators hold the spirit from the principal and assist the general manager to accomplish the planning and conducting of the curriculum. (3)The general manager of the traditional Chinese music organization is in charge of general affairs, communication, planning activities, resources integration, raising and expense funds. (4)Teachers are the designers of the curriculum and the practitioner of the teaching and also are the key persons of conducting successfully school-based traditional Chinese music curriculum development. (5)The parents are the pushers to make the best of conducting the curriculum. 3. The factors influence conducting the school-based traditional Chinese music (1)The internal factors include the principal’s identity to traditional Chinese music curriculum, the involvement of general manager, the support of school teachers, budget and resources, the curriculum schedule and arrangement, the involvement of the students and their learning attitude. (2)The external factors were consisted of how professional the recruited teachers outside the school are, parents’ cognition and attitude, community involvement. 4. The faced difficulties and coping strategies when conducting the curriculum (1)The difficulties include the lacking of internal teachers, the traditional obsession with educational success from parents, the insufficient practice hours for students and the poverty of the budget from school. (2)The coping strategies are recruiting the traditional Chinese music teachers outside the school, involving varies human resources to strive for the parents’ identification and transcend the traditional obsession with educational success, using the class outside the formal curriculum to overcome the insufficient practice hours for students, seeking for parents and community members’ supports. 5. The effect of conducting school-based traditional Chinese music curriculum (1)The curriculum can help students touch the beautiful side of Chinese music and promote emotional learning. Besides, students can have a better relationship and cooperate with others by performing the arts. (2)It helps the internal school teachers become aware of the time management that doing school-based traditional Chinese music curriculum. In addition, it also motives the teachers to enhance their traditional Chinese music teaching knowledge. Teachers motive themselves by understanding the importance of bettering their professional knowledge. (3)Conducting the curriculum helps the teachers focus on student-centered learning activities. It also helps schools from planning formal courses traditionally to depending on the students needs and arranges the alternative period. The teachers have changed from subject teaching to integrated curriculum. (4)Conducting the curriculum helps the internal administration react positively. Curriculum decision develops a democratic decision model from below, planning the school schedule systematically; arrange the administration to push conducting the curriculum positively. It has positive effects to administration. Based on the findings of this study, the researcher makes some suggestions for schools, parents, communities, authorities of education and further studies.