This research serves to examine junior high school students’ learning attitude under the “one art team-one campus” program, using a questionnaire specifically designed for this program as the main tool and interviews with both involved students and teachers as a supplement; the results are then analyzed quantitatively and qualitatively to yield the following conclusion:
I. Studies relative to development and music learning of junior high school students
A.Physiologically, since junior high school students are in puberty, their body parts undergo the puberty growth spurt and lead to better compatibility in the nervous and the musculoskeletal systems. This better compatibility enhances music learning, especially in learning an instrument.
B.Psychologically, teenagers are affected by each person’s individual mind, others’ approval, and academic pressure.
C.Sociologically, teenagers have a tendency to lean towards peers in relationships and learning attitudes; therefore, an ensemble or a choir is a more preferred way of music learning.
D.Cognitively, junior high school students are beginning to enter the formal operational stage. Therefore, music learning should not be limited to music knowledge and theory only; teachers should provide more opportunities for presentations and performances.
II. Studies relative to junior high school students’ music learning attitudes.
A.Learning attitude is learners’ motives and behaviors.
B.Music learning attitude is learners’ tendency of learning under the influences of cognizance and senses when learning music; its immanence includes learning motives and learning behaviors.
III. Music learning attitudes of music students in junior high schools under the “one art team -one campus” program
A.There are differences among learning motives and learning behaviors.
B.Using the following seven variables to observe music students can help us learn their learning preferences and levels of participation: 1) gender; 2) school district; 3) year in school; 4)types of forming the music groups; 5) means of entrance appraisal of the music groups; 6) category of music groups; 7) main reasons of participation. Furthermore, we can also learn how music groups are scattered in Tainan City and the most popular training and grading styles.
C.Using the above seven variables to observe, there are apparent differences in learning attitudes among music students.
Finally, suggestions are made according to results of the observations to provide reference for executives, schools, students, and future researchers.