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1 81~ Journal of Kun Shan University, Vol.4, pp.81~96jul, 2007 * ** ** * ** Plato & Aristotle

2 Elliott ( 2000 ) Andress1991 Pica, :

3 83 Sinor, Greenberg1976 Moog dynamics timbre 3-5 melody rhythm 6-7 harmony

4 Ramsy Kodaly Choksy Concept Bruner1960 elementary advanced 2001 Klausmeier, Sippe Allen

5 b b Bruner ( 2000) intrinsically motivated process over peoduct free choice positive affect nonliteral nonliterality

6 96 7 actively engaged VAKT (visual- auditory kinesthetic -tactile) (a multisensory approach)fernald 1920 (simultaneous VAKT) 2006Fernald, 1943 Olivier & Bowler, Landmark College 1985 learning to learn Montessori 2003 Montessori 86

7 87 Montessori, correspondence.... synesthesia Jaques-Dalcroze, Eurhythmics

8 96 7 (Bayless & Ramsey, 1991) ~ Schirrmacher, 1993Fauch, Bunker,

9 89 Garnet Bruner Pica

10 Bayless Ramsey a

11 DVDVCD

12 (soft) (loud) b

13 1998 C. Oliver & R. F. Bowler Maria Montessori ( 2000 ) E. B.hurch a 93

14 b II /10/ Derrida 瀞 (2000)Rae Pica 2000 Fergus P. Hughes ( 2001 )

15 (NSC H ) UbD 2002 Bayless, K. M., & Ramsey, M. E.(1991). Music: A way of life for the young child. New York: Merrill. Bruner, J. S.1960 The Process of Education. Cambridge. MA: Harvard University Press. Bunker, L. (1991).The role of play and motor skills development in building children s self-confidence and self-esteem. Elementary School Journal, 91(5), Elliott, D. (1995). Music matters: A new philosophy of music education. New York: Oxford. Fauch, B. (1990). Linking the visual arts with drama, movement, and dance for the young child. In W. J. Stinson, ed. Moving and learning for the young child (pp ). Reston, Va.: American Alliance for Health, Physical Education, Recrration and Dance Fernald (1943). Remedial techniques in basic school subjects. New York: McGraw-Hill. Garnet, E. D. (1982). Movement is life. N. J.: Princeton Book Co. Greenberg, M. (1976). Research in music in early childhood education : A suryey with recommendations. Council for Research in Music Education, 45, Haines, B. J. E., & Gerber, L.L.(1992).Leading young children to music. New York: Merrill. Isenberg, J. P., & Jalongo, M. R (1993). Creative expression and play in the early childhood curriculum. New York: Merrill. Jaques-Dalcroze, E. (1931). Eurhythmics, art, and education. F. Rothwell trans.; C. Cox, ed. New York: A. S. Barnes. Montessori, M.(1964).The Montessori method. New York: Schocken. Moog, H.(1976). The development of musical experience in children of preschool age. Paychology of Music, 4(2), Olivier, C., & Bowler, R. F. (1996). Learning to Learn. Big Apple Tuttle-Mori Agency, Inc. Pica, R. (1995). Experiences in Movement with Music, Activities, and Theory. Delmar, A Division of International Thomson Publishing Inc. Schirrmacher, R. (1993). Art and creative development for young children.albany, N.Y.: Delmar. 95

16 96 7 An Exploratory Study on Young Children s Music Concept development and Learning and the Application of Multisensory Teaching Game Chu-Yen Lin*, Ching-Wen Chen** and Zi-yu Cui** *Department of Early Childhood Care and Education, Kun Shan University of Technology, professor **Department of Early Childhood Care and Education, Kun Shan University of Technology, College Student ABSTRACT This study was aimed at investigating the importance of young children s music concept learning and the application of multisensory teaching game on young children s music concept learning. Through related literature analysis and review, it was understood that concept has to be formed via cognition process of senses; outer sensory learning experiences are keys to the formation of young children s music concept; game was young children s gift and learning method, and utilizing the teaching strategy of multisensory game can speed up the internalization of young children s music concept; it confirmed the relationship between and the importance of young children s music concept learning and multisensory teaching game, and it founded out that: (1) There was a sequence of young children s music concept development. They are timbre, dynamics, rhythm, melody, form and harmony. (2) Utilizing audio and visual sensory game teaching strategy interchangeably can assist young children to concretize abstract music content and obtain complete concept; the teaching strategy of kinaesthesia and tactile sensory game benefited young children s concept development and learning and also benefited their expressions of emotions and cognition. (3) The core meaning of multisensory teaching is to emphasize equally on hearing, visual, kinaesthesia and tactile senses in the learning of music concept, and to stimulate young children s understanding and reception of music concept through multi-sensory learning experience. Keywords: Young children s music teaching, Music concept learning, Music game, Multisensory teaching 96

國際藝術教育學刊壹緒論一研究背景與動機兒童在成長的過程中, 是藉著不斷的活動與探索來學習並促進生理的成長為了達到生理發展的平衡, 兒童天生對肢體活動有所渴求,

國際藝術教育學刊壹緒論一研究背景與動機兒童在成長的過程中, 是藉著不斷的活動與探索來學習並促進生理的成長為了達到生理發展的平衡, 兒童天生對肢體活動有所渴求, 舞蹈教學之應用廖樞陽碩士班研究生國立台灣藝術大學 E-mail: chocgirl0330@hotmail.com 摘要本研究旨在探討認知發展理論應用於兒童舞蹈教學之可行性研究者身為一名舞蹈教師, 瞭解在教學中, 面對不同年齡層的兒童, 必須給予