このエントリーをはてなブックマークに追加
ID 47388
本文ファイル
別タイトル
Research on Knowledge of <Feeling> in Music Education
著者
辻 勇介
抄録(英)
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).
掲載誌名
音楽文化教育学研究紀要
31号
開始ページ
65
終了ページ
72
出版年月日
2019-03-22
出版者
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
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
教育学研究科
他の一覧