MusicCultEduc_31_65.pdf 854 KB
Research on Knowledge of <Feeling> in Music Education
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).
Bulletin of music culture education
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Departmental Bulletin Paper
Departmental Bulletin Papers
Graduate School of Education