Publication:

表演藝術創造力教學之行動研究

本研究主要目的在於探討「創造力課程」應用於表演藝術教學對學生的「創造力」認知能力、情意能力、肢體動作的影響。研究中採行動研究的方式，以28名高雄開心國中三年級學生為研究對象，接受研究者自編之創造力課程，進行十二堂課六個單元（每周2節，每節40分鐘，共80分鐘）的教學方案。

研究工具以「威廉斯創造力量表」為量化評量資料，分別對受測學生進行前、後測，所得資料進行統計處理，同時配合學習單、創作品、訪談、錄影、照相、觀察紀錄、教師省思等相關質性資料，藉此瞭解創造力課程對於表演藝術教學之影響。

研究結果如下：

壹、創造力課程教學能提升認知能力，在開放性、變通力、獨創力有立即提升之效果，但在流暢力、標題方面無顯著提升效果。

貳、創造力課程教學能提升情意能力，在好奇性、想像力、挑戰力有立即提升效果，但在冒險性則無顯著提升效果。

參、創造力課程教學能提升學生對於表演藝術的「肢體動作」表現。從訪談、學習單、動作發展檢測以及錄影、照相中的觀察，學生有明顯學習成長與改變。

肆、本課程對於特殊生Ｓ5在所有認知能力、表演藝術的「肢體動作」上有提升效果。情意能力上以冒險性提升，但好奇性、想像力、挑戰力無顯著提升。

最後，研究者根據研究結果加以討論，並提出具體建議，做為未來創造性教學應用及相關研究之參考。

The purpose of this study was to design the creative courses for performing art teaching and investigated their effects on students by these courses be implemented, including the cognitive and affective ability of creativity, physical motion and appreciation of art. Action Research method as experiment design was applied to the study. There were 28 ninth grade students from the happy junior high school in Kaohsiung City participating in this study. Students in the experiment went through 12 classes with 6 subjects of Creative Courses of Performing Arts designed by researcher and they have been practiced for 6 weeks, 2 forty-minute section per week.

Williams Creativity Assessment Packet（CAP） was utilized as quantitative instruments. They were administered at the beginning and after of courses. The collected data were analyzed with descriptive statistics. The qualitative data included feedback questionnaires, student`s productions, interview data from students, video and picture records, observations and teacher’s thinking of teaching notes also were analyzed in order to examine their process and effects for performing art teaching.

The results of study were presented as follows:

I.The designed creative courses could immediately improve the cognitive ability of the ninth grade students, including the aspects of “openness”, “flexibility”, “elaboration”, but they couldn’t obviously immediately improve the aspect of “fluency” and “title”.

II.The designed creative courses could immediately improve the affective ability of the ninth grade students, including the aspects of “curiosity”, “imagination” and“complexity”, but they couldn’t obviously immediately improve the aspect of “risk taking”.

III.The designed creative courses could improve the physical motions of performance arts for students. There are obviously gradual developments and changes in students by observing interview, questionnaires, review of motion developments, video and picture records of students through courses.

IV.The designed creative courses could improve all the cognitive ability and physical motions of performance arts for special student “S5”.They could improve the aspect of “risk taking” of affective ability, but they couldn`t improve the aspects of “curiosity”, “imagination” and “complexity”.

Based on the results of the studying, the researcher also discussed and provided concrete suggestion for future development of teaching for creative dance and researching.