國立藝術學院(今國立臺北藝術大學，以下簡稱北藝大)在前音樂系主任與前校長馬水龍 (1939-2015)的帶領下，為開闊學生視野、培養尊重不同文化的態度，於1985年特邀美國北伊利 諾州立大學(Northern Illinois University)的韓國鐄擔任客座教授，開設世界音樂課程，並引進臺 灣第一套甘美朗---巴里島的安克隆甘美朗(Gamelan Angklung)，至今已三十年，對於臺灣的 世界音樂教學影響重大。1992年北藝大再度聘請韓教授客座教學，次年再引進中爪哇甘美朗 (Gamelan Jawa)，以充實教學內容。韓教授回美後，筆者在他的指導下，延續甘美朗課程。 本文以北藝大的甘美朗教學為焦點，尤以韓教授的教學所帶給學生的學習樂趣與對本課 程的影響。他鼓勵學生學習多樣樂器，用交換學習一一「會的教不會的」的方式，此教學策 略促使學生相互學習，不但鞏固與強化技巧和知識的掌握，並且培養相互合作的態度。在韓 教授的影響下，筆者延續其教學策略與精神，並於102學年起結合甘美朗與服務學習課程，邀 請中小學生，特別是來自東南亞的新移民的子女來校，藉著本課程學生的教學服務，體驗簡 易甘美朗樂曲，享受玩甘美朗的樂趣，以拓展見聞，並認識母親的音樂文化。如此不但提升 本課程學生學習甘美朗音樂與文化的成效與興趣，更增進臺灣現代公民於東南亞音樂文化的 認識，培養尊重不同文化的態度，以促進多元族群文化社會的和諧。

It has been 30 years since Dr. Kuo-huang Han was invited by Prof. MA Shui-long (1939-2015), the former President of National Institute of the Arts (renamed Taipei National University of the Arts in 2000, hereinafter TNUA) and former Chair of the Department of Music, TNUA, to start gamelan and world music classes in order to broaden students’ vision and foster proper etiquette for respecting other cultures. Later these classes brought fantastic influences in Taiwan. Dr. Han assisted the university to purchase the first ever set of gamelan in Taiwan, a Balinese gamelan angklung in 1985. Later in 1992 he was re-invited by TNUA and added a Javanese gamelan to the collection in 1993. After Han returned to the United States, I continued to teach gamelan at TNUA under his instruction. This paper focuses on the gamelan class at TNUA, discusses the origins, retrospective history and progression of gamelan at TNUA and Han’s philosophy and pedagogy for teaching gamelan. Students enjoyed learning gamelan in Dr. Han’s classes enormously. He encouraged students to not only focus on one instrument but learn more of the various musical instruments in the gamelan ensemble. Thus he asked students to interchange musical instruments and applied an idea of “got it teaches not yet getting it” learning from each other, i.e. “those who have learned it teach those who have not yet learned it.” Through this teaching strategy, students became accustomed to learning from each other which strengthened their knowledge and skills and also taught them to be cooperative with their peers. This strategy enlightened and inspired me to combine the gamelan course into a type of servicelearning class for the 2014 spring semester. Students, particularly the offspring of new immigrants in Taiwan who had come from Southeast Asia, were invited to play gamelan and to learn more about their mother culture. As a result, the gamelan service-learning class on one hand inspired students to be more enthusiastic in the classroom and strengthened their learning efficiency; on the other hand it fulfilled a need in Taiwan's modern and multi-ethnic society to introduce Southeast Asian culture to Taiwanese people and to foster an appreciation and respect toward other cultures.