本研究旨在探索一位國小音樂老師將美感的學習帶入國小六年級藝術與人文學習領域課程之實踐。本研究為個案研究，以一位臺北縣國小音樂老師為個案教師，資料的蒐集包括：訪談、現場觀察與文件蒐集等。 　　研究結果發現，張老師的美感教學著重於培養學生對音樂與藝術的感受力，她扮演著引導者的角色，嘗試以多元的方式引導學生去感受音樂與藝術。她帶領學生從演奏中體會音樂的美，從音樂與繪畫的結合中做具體與抽象的想像，從音樂律動中感受身體的張力，並從美感學習中體驗自己的成長。張老師期望在實際教學中實現美感教學的理念，同時亦尊重學生的美感經驗。研究者希望此研究可以提供教育工作者為美感教學的省思與培養學生美感能力之參考。

　　The purpose of the research was to explore an elementary school music teacher’s implementation of integrating aesthetic learning into the Arts and Humanities Learning Area in the sixth grade. Using case study methods, the target case was a music teacher in an elementary school in Taipei Hsien. Data collection included interviews, observations, artifact collection, and so on. The findings revealed that Ms. Chang, the teacher, emphasized cultivating her students’ perception of music and art in her teaching. She tried to guide the students to perceive music and performing arts in multiple ways. She led the students to experience the beauty of music, to have concrete and abstract imagination through music and drawing, to feel the tension of the body in music movement, and to recognize their growth in aesthetic learning. Ms. Chang attempted to bring her aesthetic teaching belief into her practices. Simultaneously, she respected the students’ aesthetic experiences. This research will provide a way for educators to reflect on aesthetic teaching and to cultivate students’ aesthetic sensitivity.