A study on the interdisciplinary aesthetic curriculum by integrating music education and ecological issues in elementary school.

• Main Authors: Chang, Yu-Chi., 張祐綺
• Other Authors: Su, Yu-Huei
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/cqjpby

碩士 === 國立清華大學 === 音樂學系所 === 107 === Aesthetics, as an indispensable element in human life, should be appreciated, experienced, and put to practice. Therefore, it is imperative for every teacher to incorporate aesthetics education into their teaching. As aesthetics can be found in daily lives, it should also be deeply embedded in human life. A study on the interdisciplinary aesthetic curriculum by integrating music education and ecological issues in elementary school. Based on the five learning methods of aesthetics proposed by Qiu, Zhang, and Qiu (2017)—sensing, exploring, feeling, judging, and practicing—the study was conducted on subjects from a class of six-grade students in an elementary school in Tainan City in a period of 13 weeks. Using Unit One (Taiwan’s resources and products), Book Seven of the social science textbook published by Han Lin Publishing for six-graders, the subjects first learned about Taiwan’s resources and their use from the textbook before watching the movie Beyond Beauty—Taiwan from Above to understand the impact of resource mismanagement in Taiwan. The students went on to select the theme of “waste reduction” to adapt existing songs by composing new lyrics. At the same time, music education was introduced for the students to learn about ecological music and musicians and the relationship between ecology and music. They also learned to appreciate and analyze music materials. Last but not least, computer science was also integrated into the program with the students being taught how to use the software Mixcraft 6 to create a piece of music that combined natural sounds and the song with the adapted lyrics from the students. The program served to embed learning in real-world contexts to enhance learners’ learning motivation and outcomes. In terms of knowledge acquisition, the students were able to enhance their environmental and music competence. In terms of affective learning, the students learned how to show concern for their surrounding environments, take action to solve problems, and ultimately embody the spirit of social participation in the Master Framework for the 12-year Basic Education Curriculum Guidelines. As for skills acquisition, the students learned to use music software to have more opportunities to compose music and foster the ability of communication and interaction put forth in the Curriculum Guidelines.