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ID 47388
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title alternative
Research on Knowledge of <Feeling> in Music Education
creator
Tsuji, Yusuke
abstract
The current research sought to examine knowledge from the viewpoint of <feeling>. Knowledge is constructed by students through a process that requires material for building knowledge, synthesis of multiple materials, and actions to supplement the range of experiences that cannot be explained by words. <Feeling> is also generated by students. The action of feeling is represented by the verb “feel”. When feeling is used as a material, the role of thinking is to “feel” (thought is not conscious = intuitive thinking). Therefore, <feeling> meets the precondition for knowledge. <Feeling> can be considered knowledge in two types of situation. 1) In cases of knowing the constituent elements of music: <feeling> appears together with the recognition of music and can still be ambiguous. Using this as a starting point, students can deepen their knowledge of the constituent elements. This may explain why <feeling> can be considered a deepening of knowledge. 2) In cases of expressive action, <feeling> is always required to undertake action. If feeling is not engaged, it is important to learn how to use expressive techniques. These factors explain why <feeling> itself can be considered knowledge. In music education, music learning is deepened by clarifying what kind of knowledge is to be built, including knowledge of <feeling>. Thus, it is important to understand what knowledge is built by each musical activity (action).
journal title
Bulletin of music culture education
issue
Issue 31
start page
65
end page
72
date of issued
2019-03-22
publisher
広島大学大学院教育学研究科音楽文化教育学講座
issn
1347-0205
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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