モンテッソーリ・メソッドをとる2か所の保育園児の音楽的諸要素認識と動きとの関係性 : モーションキャプチャーを用いた分析を通して

The purpose of this study is to examine the relationship between the recognition of musical elements and body movement through movement analysis of the musical expression of nursery schoolers. In this article, 3- , 4-, and 5-year-old children in K and M Montessori nursery schools participated in movement analysis using the MVN system with MTw system. K nursery school uses the Montessori Method of childcare, which includes sensory training in everyday life (n=59). M nursery school uses the same Method but also includes music experience (n=93). The children participated in a trial of the MEB program in the second year of this study. The changes of body movement included in their musical expression were measured and analyzed during the practice of the four phases of activities of the MEB program. As a result, statistical significant difference was observed in the plural number data of the 5-year-old children and development differences between 3- and 4-year-old children were visible during the third phase activity of the MEB program in K nursery school. A statistical significant difference was observed in the plural number data of the 5-year-old children and development differences between 4- and 5-year-old children were apparent during the second phase activity of the MEB program in M nursery school. Body movement activated the M nursery schooler’s musical expression when there were many elements of the movement in the practical process of the MEB program, and it was thought that the average of acceleration in movement increased. Conversely, it was thought that K nursery schoolers’ data showed a relationship between the recognition of musical elements and body movement during the third phase for the purpose of the recognition of musical elements.