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標題: | 臺灣華語流行音樂編曲者的默會知識與工作歷程 The Tacit Knowledge and Work Process of Arrangers of Chinese Popular Music in Taiwan |
作者: | Chia-Na Ho 何佳娜 |
指導教授: | 林珊如 |
關鍵字: | 臺灣華語流行音樂,編曲者,默會知識,工作歷程, Chinese popular music in Taiwan,Arranger,Tacit knowledge,Work process, |
出版年 : | 2017 |
學位: | 碩士 |
摘要: | 臺灣的華語流行音樂有過燦爛的時光,早期在沒有流行音樂正式教育的情況下,臺灣仍培育出一群優秀的華語音樂編曲者,此研究想探討這群音樂編曲者的默會知識與工作歷程,以及他們如何學習這些默會知識。
本研究為採取半結構式深度訪談法的質性研究,在正式訪談前,為了草擬訪談大綱,進行了兩次的前測研究訪談。在篩選正式訪談名單時,使用立意取樣並輔以滾雪球方式逐步建立受訪者名單,共訪談了七位曾入圍或獲金曲獎最佳編曲人的流行音樂編曲工作者,並使用紮根理論分析訪談資料。 研究結果發現臺灣華語流行音樂編曲者的工作歷程共有14個階段,並可被歸類成四個時期,包括:準備時期、前置時期、執行時期與修正時期,而在編曲任務中,編曲者會使用的任務資訊有示範帶、歌詞、製作人意見和參考範本。研究中也探討編曲者的三種默會知識類型,即:一、應用「專業知識」的默會知識,二、操作與提昇「專業技能」的默會知識,三、轉化「經驗」的默會知識。本研究中亦分析了編曲者學習默會知識的架構,包含知識載體、學習方法與個人特質三要素,並闡述上述三種要素在編曲者的默會知識學習過程中如何交互作用。 本研究探討了編曲者工作歷程、任務資訊、默會知識與默會知識學習架構,可供相關學系、產業人士或自學者使用。研究者另提出兩點建議,首先是以專業知識、專業技能與經驗三種分類架構來記錄默會知識,第二是以「學習者個人特質」為中心,來建立默會知識的學習方法,期對默會知識相關領域與後續研究有所貢獻。 The Chinese popular music in Taiwan plays an important role in the so-called Mandopop genre. Even though there wasn’t any sort of formal education available in Taiwan during the early year, some exceptional music arrangers still managed to emerge on the scene. This study aims to explore the tacit knowledge in arranging and how it is acquired. In order to answer these research questions, qualitative data were gathered through semi-structured interviews with a protocol based on a research framework derived from the literatures and two pretest interviews. Seven Golden Melody Awards, which is the biggest annual music award in Taiwan, winners or nominees were recruited as interviewees by purposive and snowball sampling. Grounded theory was employed to analyze the interviewee’s arranging experience. The results show that the work process of arrangers can be defined into fourteen steps and grouped into four stages, which are Preparation Stage, Pre-performing Stage, Performing Stage and Fixing Stage. To accomplish the arrangement task, four kinds of task-information are used: demo, lyrics, producer’s opinion and reference. The researcher also concludes that there are three types of tacit knowledge in arranging: 1.the tacit knowledge of using “professional knowledge”, 2.the tacit knowledge of operating and improving “professional skills”, 3.the tacit knowledge of transforming “experience”. This study also analyzes how the arrangers learn the tacit knowledge of arrangement. The learning methods can be categorized into three key elements: knowledge carrier, learning methods and personality traits. The interaction between these three key elements is then discussed. The results of this study will be helpful to relevant departments, workers in the music industry and anyone interested in learning arranging. The researcher also brings up two suggestions: one is using a frame including professional knowledge, professional skills and experience to document the tacit knowledge; the other is using ” personality traits of learners” to build the learning methods for the tacit knowledge. The researcher hopes that this study will be a contribution to the tacit knowledge field. |
URI: | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/2578 |
DOI: | 10.6342/NTU201700652 |
全文授權: | 同意授權(全球公開) |
顯示於系所單位: | 圖書資訊學系 |
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