| Summary: | 碩士 === 國立臺中教育大學 === 音樂學系碩士班 === 101 === The purpose of this study was to describe a case of multicultural music instruction in the elementary fifth grade general music class. Twenty eight fifth grade students from an elementary school of Taichung city participated in this study. The researcher then explored cultural recognition and music learning circumstances of different ethnic groups under multicultural music instruction. Regarding data collection, multicultural music lessons, multicultural music worksheet, multicultural music learning observation form, singing evaluation form, rhythmic accompaniment composition evaluation form, multicultural music teaching journal, multicultural music self- evaluation scale and student interview outline were developed by the researcher as the instruments in the study.
The conclusions of the study are as follows:
1. Integrating the introduction of classroom students’ ethnic cultures can contribute to the learning of multicultural music.
2. The Integration of written test and “concept tree” may evaluate multicultural cognitive learning of the fifth graders effectively.
3. The use of the classroom ethnics groups’ culture may effectively increase the learning interest of new immigrant children.
4. The application of group work as a multicultural music teaching strategy may lead to the interaction and interest among students.
5. Integrating music and traditional instruments of relevant ethnic groups into multicultural music instruction may attract learning interest of students.
6. Singing with original language lyrics may enhance students’ interest in learning, and will not affect their singing ability.
7. Rhythm is one of the important aspects for selecting multicultural music works and teaching.
8. Integrating multimedia technology on the multicultural music instruction may increase learning interest of students.
9. The use of diverse data collection may assist music teacher to understand students learning and affective behaviours.
|
|---|
