インクルーシブ授業の視点でみるイタリアの中学校音楽科教科書 : fantasia e musica（2017）の内容を中心に

Italian Junior High School Music Textbook from an Inclusive Teaching Perspective: Fantasia e Musica (2017), with a Focus on its Content

大野内 愛

音楽文化教育学研究紀要

Bulletin of music culture education

[ISSN] 1347-0205

[NCID] AA11546850

This study analyzes and discusses an Italian junior high school music textbook from the viewpoint of classes, to realize inclusive education and capture its characteristics, as Italy is one of the best countries for inclusive education. In Japan, a universal design has been used to create classes, but the challenge is that the purpose of the design is to assimilate into regular education. Inclusive classes require educational practices to empower all students as they learn with diverse peers. In schooling, empowerment is understood as “the process of becoming aware of, controlling, nurturing, and maximizing one’s inner capacities by being given ownership based on intrinsic motivation.” The analysis of an Italian textbook revealed three characteristics: first, textbooks are planned from the perspective of universal design; second, students have a wide range of choices; and third, it is possible to develop lessons according to students’ interests. Compared to Japanese textbooks, which are short and focus on the content to be learned, Italian textbooks are quite lengthy. However, there is a wide variety of learning styles and content options to suit students’ interests. The idea that students should be in charge of their learning and that there is a variety of students in the classroom is important for having an inclusive classroom.

日本語

広島大学大学院人間社会科学研究科音楽文化教育学領域

[ISSN] 1347-0205

[NCID] AA11546850