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Abstract The purpose of this study is to analyze and compare the music content in different second-stage Arts and Humanities textbooks of Grade 1-9 curriculum. The method utilized in this study is the content analysis approach, and the research objects are 16 volumes of the Grade 1-9 Curriculum second-stage Arts and Humanities textbooks of Kang-Hsuan, Han-Lin, Nan-I, and Jen-Lin. The research instruments include “the analytic system of songs” (which is made up of the analytic table of basic material of songs, the analytic table of melody and pitch names of songs, and the rhythm type analytic table of songs), “the analytic system of performed tunes” (which is made up of the analytic table of performed tunes, the analytic table of melody and pitch names of performed tunes, and the rhythm type analytic table of performed tunes), the analytic table of appreciated songs, the analytic table of other musical compositions, and the analytic table of basic music score example practice. The results of this study are as follows.
1. The selected songs in the second-stage Arts and Humanities textbooks include Taiwanese, Chinese, and foreign songs.Most of the songs are sung in Chinese, and there are a few songs sung in Ho-lo, Hakka, aboriginal language, and even English. The learning content is more diverse. 2. Taiwan folk songs and compositional songs take the majority of the proportion of the source of songs in every edition and every semester. 3. The matching between supplement songs and unit songs, and the marks of singing speed are a little different in every edition. 4. In the third grade, most of the songs in every edition are four beats and two beats. As to the fourth grade, most of the songs in Kang-Hsuan and Han-Lin are four beats and three beats, but in Nan-I and Jen-Lin, most of the songs are four beats and two beats. 5. Among the appreciated songs in the second-stage Arts and Humanities textbooks, classical masterpieces have been laid particular stress on. In addition, most of the appreciated songs are compositions for instruments, and the works of other types are comparatively scarce. 6. The main musical instrument in the second-stage Arts and Humanities textbooks is the recorder. The learning of other musical instruments fails to be consistent. 7. Most of the performed tunes in the second-stage Arts and Humanities textbooks are adapted tunes. The skills of etude have been laid particular stress on, and the melody exercise is scarce. 6. There are connections existing among the materials used in the basic musical practicing score example, songs, performed tunes, and other musical compositions in the second-stage Arts and Humanities textbooks. Moreover, the learning content still follows the content of the Grade 3rd-4th standard music course guidelines of the edition in 1993.
Keywords: music textbooks、Arts and Humanities、Grade 1-9 Curriculum、content analysis
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