保育者養成におけるピアノ弾き歌い学習支援の検討

The purpose of this study was to explore support for learning piano playing and singing. Institutions that have programs for cultivating prospective childcare personnel have conventionally provided their students with learning support for piano playing and singing as a primary means of helping them improve their music skills, which are required in their prospective workplaces. The piano training at these institutions, however, has various problems that have yet to be solved. To better understand what kind of piano playing and singing instruction is actually provided for students at these institutions and the students’ attitudes, a survey was conducted among 15 students studying early childhood education at the author’s junior college. Participants had an average of 5.6 years (SD=4.59) piano playing experience prior to admission. The results showed that students are failing at piano playing and singing because they have trouble finding effective ways to control their mental strain. Additionally, it is necessary for teachers to help their student succeed by providing appropriate feedback. The survey results suggest that whether they are experienced piano players or novices, all students should be provided with support that not only addresses their technical skills for piano playing and singing but also their psychological skills to control their mental strain.