| dc.description.abstract | With the development of information technology and demographic changes in society, the boundaries between industries are gradually dissolving, and the fast-changing external environment has led to an increasing demand for music talents in interdisciplinary fields. Therefore, this study examines the challenges and opportunities of cross-disciplinary music education, and uses the example of the Music Technology and Health sub-degree program at National Tsing Hua University to illustrate the implementation status and performance of the program, and to provide curriculum design directions and suggestions for the future of cross-disciplinary music education.
This study collected qualitative data through a naturalistic research method, including interviews with students, teachers, and instructors of the Music Technology and Health credit program at National Tsing Hua University, documents related to the credit program, and course content. Firstly, this study adopts the theory of Understanding by Design (Wiggins & McTighe, 1998) to propose an integrated theoretical framework for curriculum design in music interdisciplinary education, which consists of three parts: ＂ Identify desired results ＂, ＂ Determine evidence＂, and ＂ Learning plan ＂. The study then identified the challenges of interdisciplinary music education, including ＂students′ confusion and lack of confidence in interdisciplinary learning＂, ＂students′ greater diversity in temperament＂, ＂limitations of school institutions′ existing systems, facilities, and resources in developing interdisciplinary curriculum＂, ＂lack of a teaching framework that integrates interdisciplinary knowledge＂, and ＂teachers′ lack of content knowledge in interdisciplinary education due to their specialization in a single discipline＂. Finally, this study suggests that the long term goal of the Music Technology and Health sub-degree program at National Tsing Hua University should be to establish a department to better plan and manage resources, while in the short term, the curriculum framework, extra-curricular activities, and lifelong learning elements of this study can be used to reduce the impact of cross-disciplinary education challenges on the program. It is hoped that the above recommendations will provide a reference for the implementation of future music interdisciplinary education programs and a direction for subsequent curriculum design research. | en_US |