A Study of Applying Rhythmic Gamesto Life Curriculum

• Main Authors: Lan,Hui- Zhen, 藍慧真
• Other Authors: Chen, Hsiao-Shien
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/26209109610748975245

碩士 === 國立臺北教育大學 === 音樂學系碩士班 === 100 === The purpose of this research was to explore the influences on students’ learning interests while applying rhythmic games to life curriculum. Action research method was applied, and research participants were the first graders in researcher’s school. The rhythmic games included rhythmic imitation games, linguistic rhythmic games, ostinato games, and rhythmic improvisation games. Based on the literature, researcher revised and designed games which students were familair with. The research teaching lasted 12 classes, once a week,and rhythmic game were taught 15 minutes in one class. Through the process of practice, introspection and correction in applying rhythmic games to life curriculum, researcher improved her teaching profession and raising students’ interests in learning music. In this action research, the researcher obtained conclusions as follows: 1. The rhythmic games of life curriculum should draw the experiences of daily life. The games should be simple, easy and creative. 2. In the process of applying the rhythmic games to the life curriculum, the researcher used introspection, observation notes, instruction of professor, and the feedback of co-researchers to review and correct the teaching plans, in order to promote the professional development. 3. The researcher proposed strategies to solve problems for difficult situations on rhythmic games instruction.They were as follows: （1）For the thematic choices and content overload, the researcher consulted with graduate adviser and discussed with co-researchers as a problem solution. （2）Co-researchers gave advices and feedbacks regarding teaching to compensate researchers’ lacking of teaching experience. Rescheduling courses with specific teachers made more available time for research team discussion. （3）Co-researchers provided experiences of classroom management; for teaching aids, the researcher had students participate the production with existing paper cards; the researcher set up recording equipments in a safe place during the morning self-study session and asked for colleague’s help in operations. 4. Applying rhythmic games to life curriculum had raised students’ interests in music learning. According to the conclusions of the research, recommendations were made for music instructors and future studies.