Curriculum development for fostering children’s thinking skills regarding music (IV) : Collaborative Music Making with Music Expressions as Materials

本研究の目的は，児童一人ひとりの自発的な音楽表現を起点として音楽科の特性に応じた思考を発展させ，さまざまな音楽文化に能動的・主体的にかかわっていけるような，音楽科における次世代のカリキュラムの開発を行うことにある。これまでの低学年から中学年を中心とした実践に続き，本年度は，高学年を対象とした３つの授業実践を行った。まず，概念，絵画や図形から得られる視覚的情報など，音楽以外の要素を音楽的表現に結びつける活動を通して，その結びつき方への意識を促した。このことは，表現の方法そのものへの関心を高めると同時に，さまざまな方法を相対的に捉える視点の獲得につながった。次に，ゲーム的なルールを設定して，児童自身の演奏をも含む多様なジャンルの表現を素材とみなしたコラージュ的な表現活動を行った。この体験を通して，児童にとってなじみのない芸術的営みへの接近を促すことができた。その結果，音楽科の特性に応じた思考を育むカリキュラムの開発にあたっては，これまでの研究の成果に加えて，児童自身が協働的な音楽学習過程に創造の方法自体を自ら考案するようなメタ創造力を位置づける重要性が認識された。This study develops a new music curriculum for elementary schools to foster students’ thinking skills regarding music and to broaden the range of their experiences of musical culture. We performed three research practices in the upper grades to consider the sequence of curriculum from the lower grades. In these practices, we encouraged children to appreciate the collaboration between music and extra-musical elements: general concepts, and pictures and forms as the visual information. These activities aroused their interest in the means of expression and led them to acquire the relative frame of reference for various means of expression. We also introduced a collage of different kinds of expressions including children’s performance as its material in a game piece. This helped them to approach unfamiliar artistic practices. In conclusion, we realized that meta-creativity played an important role in the collaborative learning process of music-making, in which children devise the means of creation by themselves

Development of lesson plans to enable diversity and collaboration: Framing musical activities from the viewpoint of inclusive education

本研究は，インクルーシブな視点に立ち，子どもたちが相互に関わりつながり合う活動を生み出し，多様性と協働を保障する授業を開発することを目的とする。その背景には，多様性のある人それぞれの力が発揮される社会を目指す，インクルーシブ教育システム構築の必要性が存在する。ここでは，編制方式の異なる学級（単式学級・複式学級・特別支援学級）において，困難さの把握と対応，環境の調整を図り，得意な学び方を活かして協働を仕組んだ授業づくりを行った。その結果，事例1 では，特別支援学級に在籍する児童の困難さを捉えつつ意欲を引き出し，各自の製作した手作り楽器を用いて１つの音楽をつくる仕掛けが有効に働いた。事例2 では，第4 学年の児童による掛け声，唱歌の使用，模倣による習得を通して一体感のある学びが有効に機能し，児童自ら和太鼓の表現を生成・変化させていった。事例3 では，複式低学年において，１つの楽器から多様な音色，奏法を発見するための自由な発想と拡散的な思考を促して認め合うことによって，技能習得の苦手意識を乗り越えて，互いの意見を尊重できる学習が実現した。This study aims to develop lessons in which diversity and collaboration are assured through children’s cooperative involvement. Today we should build a system of inclusive education against the background of the social need for all students to exercise their abilities. We framed teaching plans according to children’s difficulties, accommodated their learning environments, and encouraged them to cooperate with each other via their strengths. We then performed activities in different class types: (1) a special needs class for students with diverse disabilities, (2) classes of 4th graders, and (3) a combined class of lower graders in the primary school. We found that (1) creating a piece of music with their own handmade instruments, (2) learning by following others, and the use of kakegoe and shoga, and (3) the opportunity for the creation of students’ own ideas for playing an instrument, reduced the students’ difficulties and helped them to accept each other

The Development of Lesson Plans to Enable Diversity and Collaboration (II): Focusing on Ways to Elicit Unique Modes of Expression of Each Student

In this study, the authors aimed to develop lessons in which diversity and collaboration were ensured through children's cooperative involvement in a special class for students with intellectual disabilities. To bring out unique modes of expression for each student, the authors framed two practices and analyzed, as a lesson study, children's activities and the teacher's support in an unformulated communicative learning process. The authors found three key results. First, children's expressions deepen through a combination of both imitation and exploration, and collaboration emerged through this deepening process. Second, the pursuit of a teaching practice oriented toward diversity and collaboration contributes to the growth and development of both children and teachers, through discussing the learning environment, the teacher's actions, and the processes through which children explore their expressions. Third, children's motives for expression can be encouraged through intellectual curiosity and interest in musical instruments, the creation of an atmosphere where children can feel comfortable and the creation of positive relationships and a sense of partnership among the children and teacher. Their need for competence, then, can be stimulated by activities such as imitating each other's expression

Curriculum development for fostering children's thinking skills regarding music(Ⅱ) : Focusing on music classes of the lower elementary school grades

本研究の目的は,児童一人ひとりの自発的な音楽表現を起点として音楽科の特性に応じた思考を発展させ,さまざまな音楽文化に能動的・主体的にかかわっていけるような,音楽科における次世代のカリキュラムの開発を行うことにある。小学校低学年を対象に「児童の音楽的思考を育む」ことを目標に授業を行い,今年度は音楽的思考の範囲の拡大に向けて学びのあり方を再考した。母語を出発点とした個の表現を引き出す活動が中心であった昨年度に対して,今年度は,個の身体的・視覚的なイメージ,言葉の表現を出発点とした鑑賞・歌唱・音楽づくりに活動の分野を拡大した。授業では,友だちと自分の表現を重ねる活動や,他者(作詞者・作曲者・他の鑑賞者・友だち)のイメージや解釈との出会いや共感を学習過程に位置づけることによって,静止画から動画へと展開するような解釈の深まり,表現の変容が認められた。考察を通して,個の感受・表現から出発し,他者と出会い共感して,再び自らの感受へと戻るプロセスの重要性,低学年児童の発達段階における想像的な思考の位置づけ,伝達=習得型ではない音楽文化の学習観に立つカリキュラム開発の重要性が確認された。This study develops a new music curriculum for lower elementary school grades, to foster students' thinking ability regarding music through self-expression (physical, visual, and verbal) and to broaden the range of their experience of musical culture through the activities of listening, singing, and music making. As a result, we found that the students tended to change their interpretation of musical images through interaction with other classmates and teachers, and with exposure to the music of songwriters and composers. We realized the importance of the students' learning process in which initial self-confidence returned through empathetic contact with others. We confirmed the importance of developing a musical curriculum beyond the standard teaching-learning model (teacher to student transmission), which takes into account the significant effect of human interaction on the development of young children's imagination and creativity

Curriculum development for fostering children’s thinking skills regarding music (III) : From the intercommunication of creative thinking to musical expression

本研究の目的は，児童一人ひとりの自発的な音楽表現を起点として音楽科の特性に応じた思考を発展させ，さまざまな音楽文化に能動的・主体的にかかわっていけるような，音楽科における次世代のカリキュラムの開発を行うことにある。児童の音楽的思考を育むことを目標に小学校第２学年，第３学年において授業を行い，本年度は，身近ななじみのある世界から芸術的な音楽表現への児童の学びの過程の連続性を探りながら，低学年から中学年へのカリキュラム構成を検討した。第２学年では，リトミックに手がかりを得て，合唱曲を聴きながらそのメロディラインを描く身体表現を導入し，第３学年ではアートゲームの手法に手がかりを得て，16世紀イタリアの絵画と，バレエ音楽，オペラ，ピアノ協奏曲等の西洋音楽のマッチングをグループで行うなかで，個人や集団による思考が促された。その結果，音楽科の特性に応じた思考には，言語に置き換え可能な論理的な思考と，身体表現のように即時的，直観的思考があり，その両者の柔軟な往還を位置づけつつ学級での創造的思考の相互交流を行うことにより，音楽表現に結びつく児童の思考が深まることが確認された。This study develops a new music curriculum for elementary schools to foster students’ thinking skills regarding music and to broaden their range of experiences of musical culture. We performed two research practices to consider the current sequence of the curriculum, which ranges from familiar types of expression to unfamiliar art. In one class, an activity that involved drawing melody lines while listening to choral music was used as in eurhythmics; in the other, we introduced an art game, in which children enjoyed matching sixteenthcentury paintings with classical music. Consequently, we found that two types of thinking are possible regarding music: one is logical and explainable in words, and the other is intuitive and expressed nonverbally, in real time. Through our study, we realized that the flexible interaction between these types of thinking is important in developing children’s thinking skills, as is the intercommunication between children’s imagination and creativity in the classroom