A Study of Current Status of Elementary School Music Ensembles in Taipei City and the Function of Shaping School Features from Administrative Leadership Perspective

• Main Authors: chih-yung,Tseng, 曾志永
• Other Authors: 歐遠帆
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/29065359369802197744

碩士 === 臺北市立教育大學 === 音樂學系教學碩士學位班 === 99 === 　　The purpose of this study was to explore the current status of elementary school music ensembles in Taipei city and the functions of shaping school features from administrative leadership perspective. The study surveyed quantities, types, implementation, diverse operation and the function of shaping school features in elementary school music ensembles as reference. 　　This study applied the method of questionnaire survey based on the self-edited “Questionnaire on the current Elementary School Music ensembles shaping school features in Taipei City” In 2011, March to May, 153 questionnaires were sent to directors of elementary school music Ensembles in Taipei City for this census study. All 153 effective samples were collected and the valid return rate was 100%.The data were analyzed by statistical methods including statistics of frequency, percentage, mean, standard deviation, one-way ANOVA. The main results of the study and suggestions were shown as follows： 1. The rate of building-up music ensembles in elementary schoolis up to 95%. The total numbers of music ensembles are 432 and there are 2.37 music ensembles in each school on average. (1) In all types of music ensembles, the quantity of Chorus is large. Chorus is in the largest quantity. The numbers of the recorder ensemble and string orchestra are in the secondary. There are more than 30 varieties of music ensembles in Taipei public or private elementary schools but so far no Marching Band has been established. (2) The highest proportion of all representation music ensembles is Chorus. The recorder ensemble and children band are in the secondary. The proportion of establishing prepares music ensembles to be the representation of school music ensembles reaches as high as 94%. The top three music ensembles are orchestra, chorus and wind band. (3) In four administrative areas of Taipei city, the numbers of music ensembles in southern region schools are the most (the total number is 149), but the average numbers of music ensembles in eastern region are the highest (2.79 in average for each school). (4) The representations of music ensembles are different in four administrative districts of Taipei city. The eastern, western and southern administrative districts are rich in chorus and the northern administrative district gets the top number in recorder ensemble. (5) The more classes of public or private elementary schools are in Taipei city, the more music ensembles they have. There are 3.08 music ensembles in average in large-scale school; 2.27 in middle schools and 1.71 in small school. (6) In different schools, there are different kinds of representation of music ensembles. In large-scale schools, the top number of music ensembles is chorus and orchestra. In the middle schools, they are rich in chorus and recorder ensemble. In the small schools, they are rich in children band and recorder instrumental ensemble group. 2. The most importance of operation in representative music ensembles is student’s learning process and follows by teaching, administration, support from principles, school management, parents’ participation and assistance from community. (1) The agreement which means the representative music ensembles are very important characteristics in schools reaches as high as 97%. From executive perspective, representative music ensembles often face problems of shortage of funding, backup from parents and assistance from communities. (2) The participation of parents in music ensembles is distinct in different administrative areas. The participation of parents in southern and eastern areas are higher than those in western and northern areas. (3) In large-scale schools, the sense to support representative music ensembles from executive perspective is higher than in the medium and small schools. (4) The numbers of music ensembles in school will affect the parents’ participation and the community's assistance. The more the music ensembles a school has, the higher the parents’ participation and the community's assistance. (5) Different representative music ensembles will affect the parents’ participation and the community's assistance. The parents’ participation and the community's assistance in orchestra and wind band is higher than that in recorder ensemble and children band. 3. The teacher’s musical sensibility is most highly valued in managing representative music ensembles and the followings are students’ active participation, assistance from principles and adminisation teams, supplies of manpower, time and instruments from schools, parents’ supports, motivation from internal or external competition or performance and financial aids. 4. Representative music ensembles help shaping school characteristics. Among practical and ideal levels of shaping, the quality of school learning environment receives the most attention, followed by establishing school reputation and image, the implementation of educational concepts, shaping identity for parents, teachers and students, recruiting high quality of students, attracting community resources and seeking financial aids from government. According to the findings, this study makes recommendations to the education administrative bureaus , school administrations and the relevant research in the future.