探究型音楽学習「こする音色を生かした音楽づくり」における教師の指導性 : 教師の働きかけを視点として

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概要

• 論文の詳細を見る

• The purpose of this study is to clarify the way in which teachers need to encourage their students to facilitate inquiry-based music learning in a class called "Composing Music That Utilizes Tones Created by Rubbing Objects." The class is based on the theoretical framework of inquiry-based learning. First, prior research on the topic has been reviewed and "the inquiry-based approach" to learning, which is the target of this study, has been difined. Next, a class that took an inquiry-based approach to music learning has been analyzed from the perspectives of what teachers did and how students reacted. The results clarified that teachers' leadership in teaching inquiry-based music class is aimed at guiding the students to continuously develop their experience. Therefore, the following environmental precursors and direct instructions were set up: 1) create a new environment in the students' immediate experience in order to generate an indeterminate situation; 2) have the students objectively view the interaction between the objects and themselves in order to encourage the analysis of the indeterminate situation; 3) elicit the relationship between images and components from the students and organize them in order to encourage the children to think of a solution for the indeterminate situation; and 4) ensure an opportunity for the children to hear their own sounds and individually ask them questions in order to both generate the indeterminate situation and to encourage the children analyze it.

• 日本学校音楽教育実践学会の論文
• 2013-03-31

著者

• 衛藤 晶子

  畿央大学

関連論文

• 探究型音楽学習「こする音色を生かした音楽づくり」における教師の指導性 : 教師の働きかけを視点として
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• I だれもが主体的に参加できるアンサンブルの授業 : (第3年次)-小学校中学年における器楽アンサンブル-(生成の原理による授業開発プロジェクト-仮説生成模擬授業を通して-)
• I だれもが主体的に参加できるアンサンブルの授業 : (第2年次)-小学校高学年におけるリズムアンサンブル-(生成の原理による授業開発プロジェクト-仮説生成模擬授業を通して-)

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