The Development of Lesson Plans to Enable Diversity and Authentic Learning using Music and Body Movement
この文献の参照には次のURLをご利用ください : http://doi.org/10.15027/50910
ID | 50910 |
本文ファイル | |
著者 |
Yokoyama, Yuki
Nakamura, Emiko
Nagayama, Hiroshi
Tonoko, Kaori
Yoshizaki, Yuki
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抄録(英) | In this study, the authors aimed to develop lessons in which diversity, collaboration , and authentic learning are ensured through children’s cooperative involvement in a special class for students with intellectual disabilities. The authors framed three practices and analyzed children’s activities and the teachers’ environment setting , including music and body movements. The authors found three key results. First, the ability to recognize the diversity of body movements and expression in different contexts was improved in the practices which caused authentic learning. Second, collaborativeness promote s and nurture s cooperation (sharing roles) when children and teachers work together to achieve collaboration (creation by synergistic effect), finally realizing authentic learning. Third, music and body movements have the power to communicate what words are often unable to-the ability to make others feel that they are wanted and valued. Music and body movements served as the medium and catalyst for deepening authentic dialog.
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掲載誌名 |
学部・附属学校共同研究紀要
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号 | 48号
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開始ページ | 15
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終了ページ | 24
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出版年月日 | 2021-03-31
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出版者 | 広島大学学部・附属学校共同研究機構
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ISSN | 2435-9041
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NCID | |
言語 |
英語
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NII資源タイプ |
紀要論文
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広大資料タイプ |
学内刊行物(紀要等)
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DCMIタイプ | text
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フォーマット | application/pdf
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著者版フラグ | publisher
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部局名 |
附属学校部
人間社会科学研究科
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他の一覧 |