| 摘要: | 本研究針對筆者在音樂欣賞教學上所遭遇之困境，分析整體教育政策與環境，梳理相關研究文獻以確立研究主題。以行動研究之方式，規劃及實施應用藝術感通中視覺與聽覺之共感覺現象，以視覺藝術與音樂共通要素為主軸、典範畫家精神與技巧為媒材、音樂性繪畫為呈現，設計視覺藝術與現代音樂統整課程教學活動。研究歷程包含：發現、分析與確定所遭遇的課程問題，研擬解決問題的可能行動策略，尋求協同合作夥伴，執行教學方案，反省與評鑑等 。 研究對象乃嘉義縣太保國小六年級其中一班共24位學童，進行為期四單元、八個子題共九週、廿七節之「藝術二重奏」主題統整課程教學。透過教學觀察記錄、學童音樂性繪畫作品、訪談記錄與學習單等進行分析，評估教學成效及可行性，獲致以下研究結果：一、音-畫感通理論作為統整課程教學之基礎有其意義與價值，結合視覺藝術與現代音樂之鑑賞教學，學習更具結構性及完整性。二、音樂視覺化之難易程度有別，其中以樂曲中的音色、和聲對應視覺色彩的共感覺成效最顯著，但轉化過程有個別技巧限制。三、學生能瞭解現代藝術概念，建構寬廣開放的藝術視野與興趣。 四、典範畫家的精神與信念提供學生正向的學習對象，其中以印象派最受喜愛，但在創作技巧上對學生而言不易掌握。五、內容應保持適當學習彈性，以學生生活經驗為主題，學習單和多元學習評量的應用要適切。六、協同教學使教師群雙方皆獲得專業提升，但教材編選與評量標準不易，備課與討論耗時耗力。 論文最後針對研究結論提出建議，作為藝術與人文領域教師、學校行政單位及後續研究之參考。
The study focused on difficulties confronted in teaching music appreciation, and hence analyzed overall education policies and environment. The subject of this study was established after comb the relevant research literature. For the study, a music-visualization int-egrated curriculum was designed by the method of action research, and the synesthesia of sound and vision in art-correspondence concept was planned and practiced. The core of the curriculum was constructed by common factors of visual art and modern music. With the examples of master painters’ skills and spirits as meda, the musicality painting was able to be presented. The progress of the study included：1. Uncovering, analyzing, and defining the problems of the curriculum. 2. Planning actions and strategies for solution of the problems. 3. Searching for cooperation partners. 4. Practicing teaching plan. 5. Review and assessment. Objects of the study were 24 six-grade students of Tai-Bao Eleme-ntary school of Chiayi County. They were taught under an integrated curriculum named “Art Duet”, which lasted for 9 weeks, and were broken down into 4 units, 8 lessons, and 27 classes. Through analysis of class observation records, musicality paintings works of the students, interview records, and learning sheets, the feasibility and effectiveness of the teaching method was evaluated, and concluded as below：1.Music-painting correspondence theory taken as the foundation of an integrated curriculum was meaningful and valuable. Students’ learning experience was more organized and comprehensive when visual arts and modern music appreciation adopted in the curriculum.2.Different music-visualizations varied in difficulty. The effectiveness of synesthesia between timbre, harmony, and colors was most obvious, but the transformation was limited by individual skills. 3.The students could understand the concept of modern art, and establi-shed diverse and open views and interests of art.4.The faith and spirits of master artists were positive role models for the students. Among different styles of visual arts, impressionism was most favorable by the students ,but the art creation skills were still challenges for students.5.The content of the class should be flexible, and based on life experien-ces of students. The learning sheets and Multitrait–Multimethod Analysis should be used cautiously.6.Teachers from both areas were benefited in profession aspect from the collaborative teaching. However, the selection and editing of teaching materials was relatively difficult, and class preparation and discussion was time-consuming. The end the thesis provided suggestions based on the conclusions of the study. They could be the reference for continuing studies of teachers and school administrators in art and humanity areas. |
