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國際音樂教育期刊與研討會 教案發表

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​撰寫人：阮璿文(美國印第安納大學博士候選人、

屏東縣中正國中音樂老師) 

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     《音樂教育家期刊》（The Music Educators Journal）是經同儕審查的學術期刊，內容涵蓋音樂教育教學與實務相關議題。該期刊創立於1914年，目前由 SAGE 出版社代表美國音樂教育協會（National Association for Music Education, NAfME）每季出版。

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     本會會員阮璿文（現為美國印第安納大學博士候選人）於2025年5月發表文章於《音樂教育家期刊》，線上版本已於2025年6月刊登。該文探討如何運用中國哲學中的「陰陽」概念，作為小學音樂即興創作教學的替代性取徑。文章標題為〈Navigating between Two Poles: The Concept of Yin and Yang as an Alternative Approach to Teaching Improvisation in Elementary General Music Classrooms〉。本篇文章的主要教學應用內容於今年在美國維吉尼亞州舉辦的 Mountain Lake 研討會中發表，並以工作坊形式帶領與會的教授與教師們進行實作（Mountain Lake Colloquium for Teachers of General Music, May 18–21, 2025, Pembroke, VA）。

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作者和Marie McCarthy教授於會後合影

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     **本文已獲美國音樂教育學會同意於本會會訊、本會網頁、與本會臉書全文刊登，Reprinted with permission of the National Association for Music Education (NAfME)**

 

     其摘要如下: 

美國國家教育標準已強調學生在「即興節奏、旋律與和聲創作，並能說明其與特定目的與情境（如社會與文化）之關聯」方面的音樂能力發展，許多小學音樂教師在實踐即興創作教學時，仍面臨諸多挑戰。在此脈絡下，東方哲學提供了不同的視野與學習途徑，有助於引導學生在即興創作中探索音樂本質中蘊含的能量流動——這是當前即興創作教學中尚待深入探討的一個面向。

本文介紹源自東方《易經》（Yijing，或稱《I Ching》）哲學中的陰陽概念，並探討如何透過相關活動將此概念應用於即興創作之中。文章分為三個主要部分：（1）運用陰陽原則於即興律動之教學設計；（2）藉由《易經》八卦的意象，鼓勵學生進行歌唱（聲音探索）與器樂即興創作；（3）結合中國繪畫中陰陽的美學意涵，引導學生拓展其音樂即興創作歷程。

 

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Body Percussion & Cajon: Popular Music Rhythm Application

 

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​撰寫人：章菀庭老師(新北市立三重高中)

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一、學生學習特質

  1. 授課班級學生為雙語實驗班高二學生，對於課室英文熟悉且能以簡易英文應答參與課堂。

  2. 學生樂於進行小組合作及分享。

  3. 學生已有基礎節奏型之先備知識。

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二、教學理念

      This unit is designed to combine the rhythm of body percussion and the Cajon with pop music, leading students to learn a variety of rhythm patterns through body percussion and Cajon performance. Teachers will have students work in groups to practice body percussion and Cajon, allowing them to learn common rhythm patterns in pop music, understand the musical terms— beat, rhythm, and ostinato—and finally complete group collaborations, presentations, and compositions with their classmates. This will enable students to flexibly use these rhythms and knowledge when creating music and listening to pop music in the future.

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三、授課主題：Body Percussion & Cajon: Popular music rhythm application

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​四、教學方法與策略

  1. Warm-up & Review：以英文歌曲「Try」習唱搭配Body Percussion，進行課程複習及肢體節奏暖身。

  2. Presentation：認識Beat與 Rhythm、Cajon歷史背景、樂器演奏姿勢教學、以Body Percussion融入Cajon樂器演奏教學。

  3. Practice & Application：以流行歌曲頑固節奏認識Ostinato、分組進行樂器實作、小組合作完成「Believer」歌曲之節奏即興創作。

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五、教學評量與方式

  1. 形成性評量Formative Assessment

  2. 講述法Lecturing

  3. 分組討論Group discussion

  4. 小組創作Group Creation Presentation

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六、協同教學教師：英語文科代理教師

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七、學生語言增能規劃

    和英語文教師共同備課，產出符合學生閱讀能力的簡報內容，並鼓勵學生在課堂中多以英文書寫論點及口頭應答。

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八、預期成效

  1. 建立英語課堂指導語模式，除教師使用外，也鼓勵學生以英語溝通、回應，深化學生雙語學習及思考之習慣。

  2. 藉由閱讀難易適中且圖文並茂之雙語簡報製作，培養學生英文閱讀習慣及成就感，並延伸至口語表達。

  3. 學生能習得英文之音樂語彙，如：Beat、Rhythm、Triplets、Dotted rhythm、Ostinato……等單字。

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九、音樂科雙語教案

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​ 1.實施年級：高二​

 2.教學節次：本單元共四節（本次公開授課為第三節）​

 3.雙語授課進行期程：112年9月1日至113年6月30日​

 4.學生背景與需求分析：授課班級學生為雙語實驗班高二信班學生，對於課室英文熟悉       且能以簡易英文應答參與課堂、且樂於進行小組合作及分享、已有基礎節奏型之先備知 

   識。​

 5.單元名稱：Body Percussion & Cajon: Popular music rhythm   

                 application​

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 6.核心素養：

藝-S-U-A1

To participate in arts activities and to enhance the aesthetic feeling of life and value of life.

藝-S-U-B1 

To use artistic symbols to express affective views and styles, and to use them as a way of communication. 

藝 -S-U-C2 

Through arts practice to develop appropriate interpersonal interaction and to enhance teamwork and communication and co-ordination skills.

 

 7.學科學習重點

   學習表現

a)Students will be able to sing the English song "Try" with body       percussion.

   學生能演唱英文歌曲「 Try 」及搭配 Body Percussion。

b)Students will be able to identify the differences between the     

   musical vocabulary "beat" and "rhythm" and give examples.

   學生能分辨音樂語彙 Beat 及 Rhythm 之差異並舉例說明。

c)Students will be able to recognize the musical vocabulary

   "ostinato" and present it in music.

   學生能認識音樂語彙 Ostinato 並呈現於樂曲中。

d)Students can work in small groups to play the Cajon to a pop 

   song.

   學生能小組合作演奏樂器 Cajon 搭配流行歌曲。

e)Students can play the cajon in small groups to create rhythms

   with the song "Believer".

   學生能小組演奏樂器 Cajon 進行節奏創作並搭配歌曲「Believer」。

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   學習內容

a)Teach the English song "Try" and play body percussion with

   music.教唱英文歌曲「 Try 」及搭配樂曲之 Body Percussion。

b)Learn the musical word "beat" from the heartbeat.從心跳

   Heartbeat 認識音樂語彙 Beat。

c)Learn the musical word "rhythm" by clapping hands.從愛的鼓勵拍

   手認識音樂語彙Rhythm。

d)Recognize the musical vocabulary "ostinato" from the regular

   rhythms of popular songs.從流行歌曲的頑固節奏認識音樂語彙       

   Ostinato。

e)Recognize the historical background, playing posture, and

   musical notations of the Cajon.

f)認識 Cajon 樂器之歷史背景、演奏姿勢、樂譜之節奏符號。Recognize the

   "upbeat, "triplet rhythm", "dotted rhythm" and "accent".認識後半

   拍、三連音 Triplet rhythm、附點節奏 Dotted rhythm、重音記號。

g)Create a four-beat rhythm with the Cajon to the song "Believer

   ".以Cajon 樂器學習即興創作四拍節奏並搭配歌曲「Believer」。

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 8.學科學習目標

    學生能藉由肢體律動及木箱鼓演奏以小組合作之方式，學會節奏之運用搭配流行歌曲，最後完成木箱鼓四拍節奏之即興創作搭配流行歌曲。

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 9.雙語學習

學科內容英語

Beat, Rhythm, Upbeat, Accent, Triplets, Dotted rhythm, Ostinato.

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課室互動英語

●  大家都到了嗎? 今天有誰沒有到?

Is everyone here? Who is absent today?/Who is not here today?

●  請按照上次分組坐，和自己的組員坐在一起

Please sit with your group members like the seating arrangement from    last time.

●  五個人一組，總共七組

Work in groups of five, with a total of seven groups.

Five people in a group. I want seven groups.

●  請掌聲鼓勵

Let's give him/her a big hand.

●  加分! 你的座號是幾號?

I’ll give you extra/bonus points.

What is your seat number?

●  請把桌椅排程上次的樣子

Please arrange the desks and chairs like last time.

●  把所有個人物品，手機、錢包和水瓶放到兩邊

Put all personal items, like phones, wallets, and water bottles on both    sides.

●  我們聽了哪些流行歌

What pop songs did we listen to?(誇獎)

Good job!/ Well done!/ Marvelous!

●  請到每一組派一位同學到後面拿鼓

Please have one student from each group go to the back to get a drum.

●  請座號最小的同學到後面拿鼓

The student with the smallest seat number, please go to the back to  get a drum.

●  從最左邊的同學開始

Let’s start with the students sitting on the leftmost side.

●  把鼓拿出來，然後把箱子放到旁邊

Take out the drums, and then put the boxes aside.

●  跟我一起做

Let’s do this together.

●  再一次

Once again.

●  看一下紅色框框的部分

Look at the red box here.

●  左右上下，慢慢往下

Left, right, up, down, slowly move downwards.

●  其他同學左手拍膝蓋，右手拍大腿

Other students, pat your knees with your left hand and your thighs with your right hand.

●  下一位同學

Next (student/ one).

●  不要動，來跟著音樂一起

Don't move. Follow along with the music.

●  每一位同學都要試兩次

Each student/everyone needs to try twice.

●  這是什麼符號

What symbol is this? What is this?

●  我先示範

Let me demonstrate first. / I’ll do it first.

●  你觀察到了什麼?

What did you observe? / What did you see?

●  猜一下這是什麼歌

Take a guess at what song this is. / Guess! What’s the song?

●  我們到下一關

Let's move on to the next.

●  把右手放在邊角

Put your right hand at the edge.

●  其他同學一起打節奏

Other students, beat the rhythm together.

●  請上次的鼓王來前面

Please have the king drummer from last time come to the front.

●  來開始獨奏的部分，來大家一起

Let's start the solo part together, everyone.

●  我們一起來複習今天學的節奏

Let's review the rhythms we learned today.

●  鼓王加分

Bonus points for the king drummer.

●  大家把鼓收起來

Everyone, put away the drums.

●  把椅子搬回原來的位置

Move the chairs back to their original positions/places.

●  下課囉!

Class dismissed!

That’s all for today. Goodbye.

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 10.教材內容：教師自編

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 11.教學設備/資源：PPT、MP4、MP3、YouTube、Cajon

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​ 12.雙語學習活動設計流程

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Preparation stage 

      

教師進行課堂班級經營

Is everyone here? Who is absent today?

Please sit with your group members like the seating arrangement from last time.

Work in groups of five. Seven groups in total.

Put all personal items, like phones, wallets, and water bottles on both sides.


 

 

 

 

Warm-up & Review

 

唱英文歌曲「Try」搭配Body Percussion節奏，分兩組進行課程複習及肢體節奏暖身。

What pop songs did we listen to last week? “Try” 

That’s right!

Let’s review the song we have learned last week.

Let’s sing together. Please sit up straight.

Please do the same as I do. 

Let’s review the body percussion together. 

One, two, ready, go!

You are group A. You are group B. 

Group A go first.  One, two, ready, go!



 

 

 

 

Presentation

 

辨別Beat與 Rhythm、Cajon歷史背景、樂器演奏姿勢教學、以Body Percussion融入Cajon樂器演奏教學。

音樂字彙: Beat, Rhythm, Accent, Upbeat, Dotted rhythm.

 

Group leaders, stand up, please!

Please go to the back to get the Cajon.

Can anyone answer me what the difference is between “beat” and “rhythm”?

Which country invented the cajon?

Level one!

Please pay attention and clap your hands with me.

Please pat your thighs with me. 

Let’s take a look at the upbeat rhythm.

Please play the Cajon with the music. 

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Let’s move on to level two!

Please pay attention and clap your hand with me.

Please pat your thighs with me. 

Let’s take a look at the dotted rhythm.

Please play the Cajon with the music. 

 

 

 

 

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Practice & Application

 

以流行歌曲頑固節奏認識Ostinato、分組進行樂器實作、小組合作完成「Believer」歌曲之節奏即興創作。

音樂字彙: Triplet rhythm, Ostinato.

 

Level three!

Please pay attention and clap your hands with me.

Please pat your thighs with me. 

Let’s take a look at the triplet rhythm.

Please play the Cajon with the music. 

King drummer(s), please come to the front. I’ll give you 3 minutes to create your idea. 

Let’s battle!

Please give them a big hand!

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Now, we can know that in music, an ostinato is a motif or phrase that persistently repeats at the same pitch or rhythm.

 

The repeating idea may be a rhythmic pattern, part of a tune, or a complete melody in itself.

 

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Everyone, put away the Cajon.

Please move the chairs back to their original positions.

Class dismissed!

That’s all for today. Goodbye.

3”

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7”

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30’’

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10’’

1. 能分組

Grouping skill












 

 

 

2.能演唱歌曲

Able to sing the song

 

3.能拍打肢體節奏

Able to perform body percussion








 

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​4.能演奏樂器

Able to play an instrument

 

5.能拍打出正確節奏

Able to tap out the correct rhythm

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6.能完成節奏創作

Able to complete rhythm compositions

 

7.能演出發表呈現

Able to perform and present

雙語學習活動內容及實施方式

時間

學習評量重點

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評量工具   分組樂器表現、分組肢體節奏表現、節奏評分表

聲音地景Soundscape

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撰寫者：蘇紋萱老師(國立基隆高中)

 

一、單元主題：聲音地景Soundscape

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二、科目名稱：藝術生活-音樂應用

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​三、教材來源：自編、樂學版音樂上冊​

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四、適用年級：Grade 12

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​五、授課時間：There are 7 periods in this unit. (This is period 1.)

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六、教學設計理念

     在高一二的音樂課中，對音樂有基本的認識之後，再到高三的藝術生活課程，可以認識更多面向的藝術形式，以及音樂與不同領域的跨域結合。課程著重在與「生活」相關之經驗與感知，讓學生在繁忙的課業壓力中，也能透過每週一堂的課程，靜下心來細細品味生活中的每一個事物，進而培養學生欣賞及體驗美的能力，並善用手機、平板及身邊的素材，發揮創意來完成不同音樂的創作與執行。

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七、學科核心素養對應內容

總綱

A1 Physical and Mental Wellness and Self- Advancement

B1 Semiotics and Expression

B2 Information Technology Literacy and Media Literacy

B3 Artistic Appreciation and Aesthetic Literacy

C3 Multi-cultural and Global Understanding

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領綱

藝S-U-A1 To participate in arts activities and to enhance the aesthetic feeling of life and value of life.

藝-S-U-B1 To use artistic symbols to express affective views and styles, and to use them as a way of communication.

藝-S-U-B2 To use multimedia and technology for creative thinking, criticism, and communication.

藝-S-U-B3 To apply multisensory to experience and appreciate artistic culture and life.

藝-S-U-C3 To explore the diversity and trends of local and global arts and culture.

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八、學科學習重點

學習表現

AL 1-V-1 Students will develop the capability to employ design thinking in enhancing their skills in observing, exploring, and expressing diverse artistic styles in life

AL 1-V-2 Being able to understand the creative principles, organizational elements, and expression methods of types of arts.

AL 2-V-1Being able to have aesthetic experience and appreciation of various arts.

AL 2-V-2 Being able to understand the relationship among arts, society, history, and culture.

AL 3-V-1 Being able to recognize cultural assets and to enrich artistic life.

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學習內容

AL E-V-3 Music and technology media.

AL E-V-4 Music and interdisciplinary performance creation.

AL A-V-3 Music and Sound Image Arts.

AL A-V-4 Music and environmental space.

AL P-V-1 Design thinking and aesthetic experience.

AL P-V-4 Music and culture.

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九、學生先備知識

 1.學科先備知識 (Content)： 

    學生已有基本之音樂語彙可以運用於描述音樂細節或自身感受，並且已能理解節奏、旋律、和聲、音色等音樂元素之不同，並運用在分析音樂或樂曲之中。

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 2.英語先備知識 (English)：

    學生已能用簡單的英文形容詞及句型來表達對音樂的感受，如：When I listen to this music, I feel joyful / upset.

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十、本單元節次分配

Period 1: 聲音地景的認識、基隆及海洋的聲音

Period 2: 各種聲音的模擬與在音樂上的呈現

Period 3: 校園中的聲音、校園聲音採集

Period 4-6: 使用Bandlab將素材進行編輯與加工、製作校園聲景明信片

Period 7: 個人作品介紹及發表

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十一、本單元學習目標

 1.學科學習目標 (Content)： 

(Period 1) 

●  Students will be able to explain the concepts and processes     

    behind soundscapes.

    學生能說明聲音地景的概念及歷程。

●  Students will be able to describe the musical elements they are     

    listening to.
    學生能描述出所聆聽的音樂元素。

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(Period 2) 

●  Students will be capable of summarizing the distinguishing

    characteristics of different sounds.

    學生能歸納出各種聲音的特色。

●  Students will be able to connect various sounds to the music     

    being presented.

    學生能連結各種聲音與呈現出的音樂。

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(Period 3) 

●  Students will be able to  list the sounds heard commonly on

    campus.

    學生能列舉校園中常聽見的聲音。

●  Students will be able to gather sounds from every corners of the

    campus.

    學生能收集校園各個角落的聲音。

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(Period 4-6) 

●  Students will be able to use Bandlab to edit and process audio   

    materials.

    學生能使用Bandlab對聲音素材進行編輯與加工。

●  Students will be able to create campus soundscapes postcards by

    using Canva.

    學生能以Canva製作校園聲景明信片。

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(Period 7) 

●  Students will be able to share their creative ideas and inspiration      for their works.

    學生能分享自己的作品理念與創作靈感。

●  Students will be able to provide evaluations and feedback on the        work of their peers.

    學生能對他人作品進行評價及回饋。

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2. 英語學習目標 (English)： 

(Period 1) 

●  Students will be able to describe their feelings about the music in      English.

    學生能夠用英文描述對音樂之感受。

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(Period 2) 

●  Students will be able to name the characteristics of different       

    sounds in English.

    學生能夠用英文說出不同聲音的特色。

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(Period 3) 

●  Students will be able to describe every corner or location of the        school in English.

    學生能用英文描述學校的每個角落或位置。

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(Period 4-6) 

●  Students will be able to understand and operate Bandlab's

    English interface.

    學生能夠了解並操作英文介面的Bandlab。

 

(Period 7) 

●  Students will be able to provide a simple English introduction to        their creative concepts and inspiration.

   學生能以英文簡單介紹自己的創作理念及靈感。

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十二、議題融入：環境教育、海洋教育​

十三、教學資源：投影片、平板、學習單​

十四、教學活動內容

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【第 1 節】

(一)學習目標

1. 學科學習目標 (Content)：

  • Students will be able to explain the concepts and processes behind soundscapes.

學生能說明聲音地景的概念及歷程。

  • Students will be able to describe the musical elements they are listening to.
    學生能描述出所聆聽的音樂元素。

2. 英語學習目標 (English)：

  • Students will be able to describe their feelings about the music in English.

學生能夠用英文描述對音樂之感受。

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(二)教學流程

暖身活動Warm-up

1. King of Sound

(1) Guess five common sounds we typically encounter in our daily lives.

(2) The train door closing with a clang, The Netflix startup sound, The traffic signal transitioning, The vessel departing, The ping pong ball bouncing.

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2. Make a sound

(1) Every group produces a sound and the other groups try to guess what it is.

(2) Try to be the first to answer.

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主題呈現Presentation

1. Soundscape

(1) Introducing the Concept of a "Soundscape."

(2) Identifying Four Types of Soundscapes.

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2. The characteristic sound of our city and school

(1) What are the typical sounds in Keelung city?

(2) Figure out the specific sounds in Keelung Senior High School.

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練習與應用Practice & Application

1. Ma Shui-long：A Sketch Of The Rainy Harbor for Piano (馬水龍：雨港素描)

(1) Introduce this piano work and composer.

(2) Try to guess or describe the scenery that composer wants to convey to audiences through the music.

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2. Divyns: Remix of  Taiwan variety sound

(1) A foreigner uses Taiwanese sound materials to compose a work.

(2) A cool and fantastic work to learn about Taiwan’s variety sounds.

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複習與學習評量Review & Assessment 

1. Review the lesson

(1) Recap and clarify the key concepts from today's lesson.

 

2. Finish the Worksheet

(1) Guide students through writing their responses and completing all the questions.

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學生自評與反思Self-Evaluation

1. Share the thoughts

(1) Let students share something about “sound” or “soundscape”.

(2) Guide students to share anything about what they learn today.

 

2. Self-reflection

(1) Have you noticed anything that you haven't paid attention to before?

(2) How do you plan to improve?

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延伸活動Extension

1. Collect your own material

(1) Do audio recording when you hear some special sounds surround you.

(2) The places restrict to your neighbourhood and school nearby only.

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十五、參考資料

1. https://vivocc77.shoplineapp.com/pages/53e9e2a01a08e07e3c000001

2. https://musictech.tw/soundscape-40caf87321b7

3. http://rportal.lib.ntnu.edu.tw:8080/server/api/core/bitstreams/30dfc303-5fb0-4c77-89d1-4dfba6bcd1fc/content

4. https://rdm.depositar.io/en/showcases/20210824

5. https://kikinote.net/159636

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十六、學習單

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語言學習

Language Learning

時間

Time

形成性評量

Formative Assessment

□ 中文(Chinese)

☑英文

(English)

☑ 聽(L)

☑ 說(S)

□ 讀(R)

☑ 寫(W)

15 mins

1. Oral Question

2. Following instruction

3. Worksheet

差異化教學

Differentiation

1. Show the Chinese and English keyword on the slide.

2. When students do not understand, slow down the pace and emphasize key words.

3. If students still cannot understand, teacher would explain in Chinese.

語言學習

Language Learning

時間

Time

形成性評量

Formative Assessment

□中文(Chinese)

□英文

(English)

☑ 聽(L)

☑ 說(S)

□ 讀(R)

☑ 寫(W)

4 mins

1. Oral Question

2. Following instruction

3. Worksheet

差異化教學

Differentiation

When students do not understand, teacher or peers would provide assistance.

語言學習

Language Learning

時間

Time

形成性評量

Formative Assessment

☑中文(Chinese)

☑英文

(English)

☑ 聽(L)

☑ 說(S)

□ 讀(R)

☑ 寫(W)

4 mins

1. Oral Question

2. Following instruction

3. Worksheet

差異化教學

Differentiation

If students are unable to fully express their ideas, teacher can provide language and vocabulary assistance.

語言學習

Language Learning

時間

Time

形成性評量

Formative Assessment

☑中文(Chinese)

☑英文

(English)

☑ 聽(L)

□ 說(S)

□ 讀(R)

□ 寫(W)

2 mins

1. Oral Question

2. Following instruction

3. Worksheet

差異化教學

Differentiation

N/P

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語言學習

Language Learning

時間

Time

形成性評量

Formative Assessment

☑中文(Chinese)

☑英文

(English)

☑ 聽(L)

☑ 說(S)

□ 讀(R)

□ 寫(W)

15 mins

1. Oral Question

2. Following instruction

3. Worksheet

差異化教學

Differentiation

1. Show the Chinese and English keyword on the slide.

2. When students do not understand, slow down the pace and emphasize key words.

3. If students still cannot understand, teacher would explain in Chinese.

語言學習

Language Learning

時間

Time

形成性評量

Formative Assessment

☑中文(Chinese)

☑英文

(English)

☑ 聽(L)

☑ 說(S)

□ 讀(R)

☑ 寫(W)

10 mins

1. Oral Question

2. Following instruction

3. Worksheet

差異化教學

Differentiation

1. Show the picture.

2. When students do not understand, slow down the pace and emphasize key words.

3. If the understanding continues to be a challenge, explain in Chinese.

聯絡我們

​學會地址

Copyright by 中華民國音樂教育學會（Music Educators Association of Taiwan)

Email: musikeducation@gmail.com

10610 臺北市大安區和平東路一段162號

No.162, Sec. 1, Xinhai Rd., Da’an Dist., Taipei City 106, Taiwan

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