音楽科における〈感じる〉の知識に関する研究
音楽文化教育学研究紀要 Issue 31
Page 65-72
published_at 2019-03-22
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この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/47388
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Title ( jpn ) |
音楽科における〈感じる〉の知識に関する研究
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Title ( eng ) |
Research on Knowledge of <Feeling> in Music Education
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Creator |
Tsuji Yusuke
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Source Title |
音楽文化教育学研究紀要
Bulletin of music culture education
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Issue | 31 |
Start Page | 65 |
End Page | 72 |
Journal Identifire |
[ISSN] 1347-0205
[NCID] AA11546850
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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).
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Language |
jpn
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Resource Type | departmental bulletin paper |
Publisher |
広島大学大学院教育学研究科音楽文化教育学講座
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Date of Issued | 2019-03-22 |
Publish Type | Version of Record |
Access Rights | open access |
Source Identifier |
[ISSN] 1347-0205
[NCID] AA11546850
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