このエントリーをはてなブックマークに追加
ID 43882
本文ファイル
別タイトル
Music Education Curriculum in Various Countries: Comparison of Curricula with Respect to Content- and Competency-Based Ideas
著者
三村 真弓 大学院教育学研究科
伊藤 真 大学院教育学研究科 広大研究者総覧
峯 恭子
松下 友紀
井本 美穂
NDC
教育
抄録(英)
In education, awareness has grown in recent years about the importance of cultivating competency (quality and ability) in addition to content (knowledge and skills). Accordingly, there is increased emphasis on a competency-based—rather than content-based—curriculum for all subjects. Competency here consists of generic competencies as well as subject-specific competencies. The present study aimed to clarify differences in the music curriculum of a number of countries with a focus on the content with respect to appraising and listening to music. The targeted countries were Japan, Germany (Hamburg), England, and the United States. This study attempted to define the subject-specific competencies in school music education in those places and examine whether they had content-based or competency-based music curricula.
The curriculum in England includes many subject-specific competencies with respect to school music education. However, the curriculum does not include generic competencies. The school music curriculum in Germany includes subject-specific competencies. Some of those competencies are also connected to generic competencies. The music curriculum in the United States includes many generic competencies. Music knowledge is included among the content- based elements of the US curriculum, but there is no evidence of skill-related content. Japan has mainly a content-based music curriculum: there are no subject-specific or generic competencies in school music education.
掲載誌名
音楽文化教育学研究紀要
28号
開始ページ
5
終了ページ
14
出版年月日
2016-03-22
出版者
広島大学大学院教育学研究科音楽文化教育学講座
ISSN
1347-0205
NCID
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
教育学研究科
他の一覧