ABSTRACT

The aim of this study was to explore the impact of a new solfege course design, where movable numbers integrated into the fixed-do system, on students’ sight-singing skills. The procedure of this action research, carried out in two cycles, consists of three steps: ‘planning’, ‘acting and observing’ and ‘reflecting’. The course, which was designed in the planning step, was implemented by the researcher for 28 weeks in the acting and observing step. Data were collected through research diary, student interviews, midterm and final exams, and student self-evaluations. In the reflecting step, evaluation regarding the entire process was made and an improved version of the course design was formed at the end of each cycle. According to the results of Cycle 1, the necessity of rearranging the tonal patterns, and progressing more slowly in rhythm teaching has emerged. The results of Cycle 2 revealed the need to update the ‘rhythmic melody sight-singing’ materials in the last unit and to incorporate video assignments into the course design. The overall results showed that integrating movable numbers into the fixed-do system is an effective way to teach music reading skills in solfege class.

摘要

本研究的目的是探索一种新的视唱课程设计，其中可移动数字集成到固定做系统中，对学生视唱技能的影响。这项行动研究的程序分两个周期进行，包括三个步骤：“计划”、“行动和观察”和“反思”。该课程是在计划阶段设计的，研究人员在行动和观察阶段实施了 28 周。通过研究日记、学生访谈、期中和期末考试以及学生自我评估收集数据。在反思步骤中，对整个过程进行评估，并在每个周期结束时形成课程设计的改进版本。根据 Cycle 1 的结果，重新排列色调模式的必要性，并且出现了节奏教学进展较慢的情况。第 2 周期的结果表明，需要更新最后一个单元中的“节奏旋律视唱”材料，并将视频作业纳入课程设计。总体结果表明，将可移动数字融入固定做系统是在视唱课中教授音乐阅读技巧的有效方法。