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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Title ( jpn )
音楽科における〈感じる〉の知識に関する研究
Title ( eng )
Research on Knowledge of <Feeling> in Music Education
Creator
Tsuji Yusuke
Source Title
音楽文化教育学研究紀要
Bulletin of music culture education
Issue 31
Start Page 65
End Page 72
Journal Identifire
[ISSN] 1347-0205
[NCID] AA11546850
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).
Language
jpn
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
Date of Issued 2019-03-22
Publish Type Version of Record
Access Rights open access
Source Identifier
[ISSN] 1347-0205
[NCID] AA11546850