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タイトル 質問紙調査「教科音楽の思い出・印象について」の分析と考察 : 他専修(音楽専修生を除く)学生の回答結果に着目して<教育科学>
Analysis and Discussion of a Questionnaire Survey on Memories and Impressions of Music Classes : Focusing on Responses by Students in Other Special Courses (Non-Music Majors)
伊藤, 誠 (ITO, Makoto)
埼玉大学教育学部音楽教育講座 (Faculty of Education, Music Department of Education, Saitama University)
出版者 埼玉大学教育学部
出版年: 2011 - 2011
作成日: 2011-09-29
更新日: 2014-12-11
埼玉大学紀要. 教育学部 (Journal of Saitama University. Faculty of Education). Vol.60, No.2  (2011. ) ,p.1- 17
抄録 This paper analyzes the results of a questionnaire survey conducted in the 2010-2011 Music Instruction Methods A class from a variety of angles. The survey was implemented in class during both the first semester (on Monday, April 19) and the second semester (on Monday, October 18). Aside from these two days, 23 second-year music majors from the Department of Education who were enrolled in the Music Instruction Methods D class and 49 third-year students (nearly all piano majors) who were enrolled in the Music Education Methods class at Tokyo College of Music, where the author teaches part time, cooperated in the survey. One of the objectives of this research was to compare the responses of these students, who have extensive everyday involvement with music, with those of 221 students majoring in other subjects who were enrolled in the Instruction Methods A class.
Instruction Methods A is an educational instruction methods class for elementary special subject teaching. For students enrolled in the school education teacher training program, this is a half-semester two-credit course that is required for graduation. In the “educational purpose and goals” column of the syllabus for this class, the author included: “I wish to draw out and cultivate in each student the ideals, knowledge, and desire needed in order to teach music.” Due to the nature of subject pedagogical methods, time for trial lessons is also an important component; however, because music is also an academic subject (even though the Chinese characters for music mean "enjoying sounds"), the author above all wishes to convey the fact that music involves a number of inherent norms and conventions. When it comes to figuring out how to convey this to children, many students simply look for a way to conduct a “flawless” class. Is this really the right kind of stance to take? This is one of the difficulties with courses in practical skills subjects. As for what kinds of goals to set and what kinds of instructional content to require for the class, it cannot be said that the results of this survey revealed all of the clues needed to resolve these issues. However, from the standpoint of an instructor, I feel that without knowing even a little bit about their various musical experiences or their impressions of music classes accumulated over nine years, one cannot develop a personal view or belief about the essential nature of course teaching methods.
When today's university students were in the process of completing their compulsory education, a new view of academic ability was just beginning to emerge, along with the implementation of policies that reduced study content with the aim of achieving education that encourages individuality. The area of life environmental studies was developed and moral education was enriched with the goal of cultivating citizens who can address changes in the social environment on their own. While the idea itself was commendable, did this generation truly receive a sufficient education during those formative years, when the formation of academic capability is crucial? The author is also not alone in suspecting that the “music theory” aspects that are essential to understanding Western music have not been handled carefully in music curricula.
The main sections of this paper are as follows: Introduction, Problems, On Tallying and Analyzing the Questionnaire Surveys, Existence/Lack of Piano Learning Experience, Grade Distribution in Music Classes, Influence of Specialized Music Teachers, Using the Ministry of Education School Song "Chatsumi" (Level of understanding differences between two singing methods and rate of correct scale name identification), Existence/Lack of Opportunities to Study Music Theory, Memories of percussion instruments, Conclusion.
Elementary special subject teaching
percussion instruments
music reading ability
Ministry of Education school songs
music class teachers
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ジャンル Departmental Bulletin Paper
/ Public / 埼玉大学 / 教育学部
/ Public / 主題別 / 社会科学 / 教育学 / 教科教育学
/ Public / ジャンル別 / 研究紀要 / 埼玉大学 / 教育学部紀要