| 摘要: | 本論題研究的初創重要性，在傳統戲曲歷經中華文化八百多年的時代意義甚為重大，表演者的技藝尤其重要，然而戲曲的程式概念及分類上，其符號象徵意境的表演程式被分類為二種，一為直接在表演內容裡於視覺和聽覺可感受之「有形程式」，另一種為以程式化思維來安排戲曲劇情和內容表演之「無形程式」。本計劃將進行的研究裡，研究內容基於計劃主持人在之前針對戲曲動作如何進行三維數據的相關分析，一來延續探討戲曲表演動作在專業科班師生之間的教與學水準是否一致；二為建構戲曲表演基本功三維資料庫。因此，研究是關於戲曲表演教學現場三維擷取動作分析系統的介入，而達到輔助教師提昇教與學之方面的表現水準，另外建構戲曲動作教學的有效性透過數位媒體科技的輔助而提高。本計劃乃戲曲表演和數位科技設計以表演者的實驗之跨領域結合。嘗試此科學方法輔助戲曲之學習、創作、研究等方面，將戲曲動作經三維座標數據化建檔，其資料透過科學量化的分析期望產出有價運用。研究方法主要以分析和驗證戲曲動作是否因三維擷取系統介入，在教學現場因而能夠提升表現水準，實驗方法以「真實驗研究設計(true-experimental design)」為架構，資料蒐集方法則主要採用「隨機化實驗控制組前後測設計(randomized control-group pretest-posttest design)」。本計劃為符合未來在教育科技之VR、AR、MR、Mobile APP延伸應用所需，主要分為如下二個明確目標：（一）動作研究 - 戲曲動作分析之主要範疇如下：1). 戲曲基本功（身段表演技巧）：共約8類333項；2). 戲曲毯子功（翻滾表演技巧）：共約6類183項；3). 戲曲把子功（武打表演技巧）：共約12類438項；4). 戲曲服飾功（服飾組合表演技巧）：共約9類171項；5). 戲曲道具功（道具組合表演技巧）：共約18類173項。本計劃將進行"戲曲基本功"之身段表演技巧項目研究分析與資料庫建置。（二）資料數據庫 - 根據上述內容，所謂戲曲表演者之間的異同，能否透過研究將個案深入分析成為參照典範，依不同個案與戲曲各「行當（生、旦、淨、丑）」的基礎訓練做成關聯，以對應戲曲基本功訓練時的程序與動作項目，經由分析檢核其動作是否符合規範並且無任何可提出之疑點，最終得以建構戲曲基本功資料數據庫。
Chinese traditional opera has been a part of Chinese culture for 800 years and the skill of the performers is of great importance. However, according to the procedural concepts and classifications of Chinese opera, the performing proceedings of symbol conception can be divided into two types. The first is "visible proceeding", which can be directly seen and heard in the performance, and the second is "invisible proceeding", which arranges the story and performance of the opera using procedural thinking.The research methods of this study were mainly used to analyze and verify whether opera movements could improve teaching performance after using 3D motion capture technology. The experimental method was based on two phases. The first phase of experiment were using pre-experimental design in one-shot case study. The second phase of experiment were using true-experimental design and the data collection method mainly adopted a randomized control-group pretest-posttest design. For the calculate methods, the bivariate correlation, paired sample T-test, ANOVA, IPA (Importance-Performance Analysis), and multiple regression are used at a two-tailed significance level of .05 for comparison of the movements of instructor and participants variables such as right hand, left hand, hips, right foot, left foot, and head.The two phases of qualitative and quantitative experimental results are both exploratory processes. The two assumed null hypotheses could be rejected based on a significant difference after analysis. One is the movie media teaching method used for the opera performance which, to some extent, will cause some variations in terms of the students' learning effectiveness. However, such variations cannot be used to define the causal relationship after the quantity is changed. The other one is to utilize a 3D motion capture system to assist in the teaching. It has a high probability of causing variations in students' learning during teaching because the changed quantity of the teaching and learning clearly indicates how the high degree of connected influence comes into being. Not only for the physical attributes, which are easy to be interpreted and understood, but also for the performance attributes, a procedural logic that has been developed over the centuries in the field of opera. This paper established a new teaching tool featuring technological assistance and generalized other homogeneous samples to make further study on the phenomenon in opera teaching and learning.Therefore, 3D motion capture can use for the future application of identifying detailed factors through a live demonstration involving visual blind spots and a rotating 3D doll perspective, to enhance the accuracy of movement observation. Analyzed data from 3D motion capture can benefit training. A database analysis could applied to quantify and qualify cross-examination; individualized guidance can enable professionals and students to mitigate the problems of differences. Hopefully, the database of Chinese opera performance movements will be established and not only supported teaching and learning in the real training field but also applied for VR (virtual reality), AR (augmented reality), and MR (mixed reality) in the near future. |
