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題名：幼兒自創音樂符號記譜之縱貫性發展
書刊名：藝術學報
作者：李萍娜 引用關係／林聖曦
作者(外文)：Lee, Pyng-na／Lin, Sheng-his
出版日期：2015
卷期：11:1=96
頁次：頁117-138
主題關鍵詞：幼兒音樂教育；自創樂譜；音樂表達；音樂符號；音樂表徵符號；Music teaching for young children；Music expression；Music notation；Music symbolic representation；Self-invented notation
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本研究探討幼兒自創樂譜符號之縱貫性發展，透過教學引導幼兒自創記譜。採質性研究法收集文件和訪談進行分析。研究發現如下:一、探索期為幼兒處在音高和音長的感受階段，圖畫式的記錄與聲音之間的關條薄弱。二、萌發期為幼兒能察覺不同音高、不同音長的差異，試圖聯結圓形/符號與聲音。三、圖形意義聯結期為幼兒已建立音高和音長之命名，聲音和符號的對應關係已建立。四、率統成形期為幼兒已建立音高的相對關條和音長的相對比值關餘，且知道音高手口音長的排序，符號的邏輯關係已建立，且能從符號中明確的回憶聲音。五、同時記錄音高和音長期為幼兒能同時思維兩種音樂元素，其記錄方式為使用血統和指示性符號，或結合兩種不同記錄系統。
This study investigated the longitudinal development of young children's self-invented notations. Through teaching pitches and rhythms, the researcher guided children to create notations. A method of qualitative study was employed to collect and analyze the children's notations and interviews. The results found that the stages of longitudinal development were exploration stage, emergent stage, connections of graphic sign and meaning, system readiness, and combination of pitches and rhythms. 1. Exploration stage: Children were building their sensation of pitches and rhythms, and the connections between pictorial drawings and music were weak. 2. Emergent stage: Children had sensed the difference among various pitches and rhythms, and attempted to make cOlmections between graphic signs and sound. 3. Connections of graphic signs and meanings: Children had built the concept of naming pitches and duration, and made the connection of signs and sound. 4. System readiness: Children had built the concept of relative position of pitches and relative ratio of duration, and the order of pitches and duration. Logic relation among signs is shown on notations, and children could precisely recall the music from their notations. 5. Combination of pitches and rhythms: Children were able to think pitches and rhythms simultaneously, and the notational strategies included a system with indicative signs or combination of two systems.
期刊論文
1.李萍娜(20071200)。幼兒在音樂區行為之探究。藝術教育研究，14，25-55+57-59。new window  延伸查詢new window
2.李萍娜、顏端儀(20080800)。南部地區公立幼稚園音樂教學概況與影響音樂教學因素之探討。兒童與教育研究，4，51-86。new window  延伸查詢new window
3.李萍娜(20091000)。私立托兒所外聘教師擔任音樂教學之個案研究。教育研究學報，43(2)，1-28。new window  延伸查詢new window
4.Wright, S.(2007)。Graphic-narrative play: Young children's authoring through drawing and telling。International Journal of Education S: the Arts，8(8)，1-28。  new window
5.Wolf, D. R.、Perry, M. D.(1988)。Becoming literate: Beyond scribes and clerks。Theory into Practice，27(1)，44-52。  new window
6.李萍娜(20101000)。幼兒自創音樂記錄之研究。藝術學報，6(2)=87，413-436。new window  延伸查詢new window
7.Bamberger, J.(1980)。Cognitive structuring m the apprehension and description of simple rhythms。Archives de Psychohgie，48，177-199。  new window
8.Barlow, C. M.、Jolley, R. P.、Hallam, J. L.(2011)。Drawings as memory aids: Optimising the drawing method to facilitate young children's recall。Applied Cognitive Psychology，25(3)，480-287。  new window
9.Barrett, M.(1997)。Invented notations: A view of young children's musical thinking。Research studies in music education，8(1)，2-14。  new window
10.Barrett, M.(1999)。Modal dissonance: An analysis of children's invented notations of known songs, original songs, and instrumental compositions。Bulletin of the council for research in music education，141，14-20。  new window
11.Barrett, M.(2000)。Windows, mirrors, and reflections: A case study of adult constructions of children's musical thinking。Bulletin of the council for research in music education，145，43-62。  new window
12.Barrett, M.(2001)。Constructing a view of children's meaning-making as notators: A case-study of a five-year-old's descriptions and explanations of invented notations。Research studies in music education，16(1)，33-45。  new window
13.Barrett, M.(2004)。Thinking about the representation of music: A case-study of invented notation。Bulletin of the council for research in music education，161/162，19-28。  new window
14.Barrett, M.(2006)。Inventing songs, inventing worlds: the 'genesis' of creative thought and activity in young children's lives。International Journal of Early Years Education，14(3)，201-220。  new window
15.Coates, E.、Coates, A.(2006)。Young children talking and drawing。International Journal of Early Years Education，14(3)，221-241。  new window
16.Domer, J.、Gromko, J. E.(1996)。Qualitative changes in preschoolers' invented notations following music instruction。Constructions to Music Education，23，62-78。  new window
17.Gluschankof, C.(2002)。The local musical style of kindergarten children: A description and analysis of its natural variables。Music Education Research，4(1)，37-49。  new window
18.Gromko, J. E.(1994)。Children's invented notations as measures of musical understanding。Psychology of Music，22(2)，136-147。  new window
19.Gromko, J. E.、Poorman, A. S.(1998)。Developmental trends and relationships in children's aural perception and symbol use。Journal of Research in Music Education，46(1)，16-23。  new window
20.Hopperstad, M. H.(2008)。Relationships between children's drawing and accompanying peer interaction in teacher-initiated drawing sessions。International Journal of Early Years Education，16(2)，133-150。  new window
21.Hultberg, C.(2002)。Approaches to music notation: The printed score as a mediator of meaning in western tonal music。Music Education Research，4(2)，185-197。  new window
22.Matuga, J. M.(2004)。Situated creative activity: The drawing and private speech of young children。Creativity Research Journal，16(2/3)，167-281。  new window
23.Smith, K. C.、Cuddy, L. L.、Upitis, R.(1994)。Figural and metric understanding of rhythm。Psychology of Music，22(2)，117-135。  new window
24.Upitis, R.(1987)。A child's development of notation through composition: A case study。Arts and Learning Research，5(1)，102-119。  new window
25.李萍娜、許瑛珍、林佳蓉(19981100)。臺灣地區學齡前幼兒學習音樂狀況調查。嘉南學報，24，194-207。new window  延伸查詢new window
26.Barrett, M.(2002)。Invented notations and mediated memory: A case-study of two children's use of invented notations。Bulletin of the council for research in music education，153/154，55-62。  new window
學位論文
1.Boehm, P. A.(1999)。The effects of a compositional teaching approach using invented notation and a non-compositional teaching approach on scores of music achievement and scores of music creativity in first-grade children(博士論文)。Kent State University，Kent, OH。  new window
2.Carroll, D.(2007)。Children s use ojpersonal, social and material resources to solve a music notational task: A social constructivist perspective(博士論文)。McGill University，Canada。  new window
3.McCusker, J.(2001)。Emerging musical literacy: Investigating young children's music cognition and musical problem-solving through invented notations(博士論文)。The University of Rochester，Rochester, NY。  new window
圖書
1.Upitis, R.(1992)。Can I play yon my music?。Portsmouth, N. H.：Heinemann。  new window
2.Gardner, H.(1980)。Artful scribbles: The significance of children's drawings。New York：Basic Books。  new window
3.Grave, D.(1983)。Writing: Teachers and children at work。Portsmouth, NH：Heinemann。  new window
4.Piaget, J.、Inhelder, B.(1956)。The child's conception of space。New York：Norton。  new window
5.陳向明(2008)。社會科學質的研究。臺北市：五南圖書。new window  延伸查詢new window
6.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
圖書論文
1.Bamberger, J.(1982)。Revisiting children's drawings of simple rhythms: A function of reflection-in action。U-shaped behavioral growth。New York：Academic Press。  new window
2.Bamberger, J.(1994)。Coming to hear in a new way。Musical Perceptions。Oxford：Oxford University Press。  new window
3.Hargreaves, D.(1996)。The development of artistic and musical competence。Musical beginnings: Origins and development of musical competence。Oxford：Oxford University Press。  new window
4.Davidson, L.、Scripp, L.(1988)。Young children's musical representations: Windows on music cognition。Generative processes in music: The psychology of performance, improvisation, and composition。New York：Oxford University Press。  new window
 
 
 
 
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