Developing Lesson Plans to Encourage Self Expression Using “Stage” Teaching Materials: An Examination of Two Elementary School Lessons

In this thesis we will indicate a model teaching plan for elementary school music using “Stage” learning materials developed by Terauchi, one of the authors of a 2015 study. We also consider its creation process. In sections one and two, we outline the research questions and the purpose of the study as well as providing general information about “Stage”. In section three we review two sample elementary school music classes and present the key requirements for creating a model teaching plan based on that review. In the final chapter we provide a model teaching plan based on these materials and sample classes.本論文および開発された学習材は，JSPS科研費JP15K04501の助成を受けた研究成果の一部である

Considering Situated Learning in Activities Using John Zorn's Cobra: From the Viewpoint of the Homeroom Teacher <Practical Research>

本論文は，筆者のひとりである寺内が授業者となって行った，小学校における授業実践をとおして，ジョン・ゾーン（John Zorn）の考案した集団即興演奏の方法《コブラ（Cobra）》の教育的意義を検討するものである。寺内は，以前，2013年に広島市立A小学校第5学年児童を対象に，簡易化されたルールによる《コブラ》の実践を行い，多様な表現を引き出す活動としての意義や，児童一人ひとりの〈ストレングス〉を生かすための実践としての可能性を考察した（寺内2015）。 本論文では，2015年に同小学校第4学年児童を対象にして行った実践を対象とする。前述した2013年の実践での考察をふまえ，児童の普段の姿をよく知る学級担任である谷本との振り返りをとおして，児童一人ひとりが自らの〈ストレングス〉をどのように生かしているかを検討するとともに，《コブラ》を学習材とした活動にどのような学びが埋め込まれているかを検討した。In this thesis, we examine the educational value of Cobra, one of John Zorn's masterpieces of group improvisation, as learning material through performances in classes at an elementary school where Terauchi, one of the authors, taught. In 2013, Terauchi felt that performances of Cobra could empower and encourage various kinds of expression among fifth-grade students in an elementary school in Hiroshima(Terauchi 2015). We also examined classwork for fourth-grade children in the same school, and on the basis of previous classwork, from 2013, we considered how children might become empowered, using their own strengths. We also consider "situated learning" from the viewpoint of Tanimoto, who as a homeroom teacher, is very familiar with children's usual characteristics.本稿は，寺内の学位論文「ジョン・ゾーン《コブラ》の研究―即興演奏を素材としたコラージュとゲームをめぐる考察―」（2016）付録1「《コブラ》の教育的意義の検討―筆者による2つの授業実践を通して」第2章「小学校音楽科における実践2―2015年実践」の内容を一部修正したものである。 本研究は，JSPS科研費15K04501の助成を受けたものである

Cross-curricular Class in the Teacher Training Course: Discussing the Diversity of Beauty and Its Relationship with Goodness

One of the special subjects dealt with in moral education is “impression and awe.” “Beauty and nobility,” the object of “impression and awe”, is often associated with the concept of "goodness" in moral education, but it is not generally dealt with in other subjects. Against this background, the authors of this study created and conducted a collaborative lesson between a moral education and a music class for students in the teacher training course in Hiroshima University. The content of the class discussed the relationship between “beauty” and “goodness,” starting with the diversity of “beauty” in the field of art. A survey was conducted before and after the class to examine changes in students' consciousness. The results revealed a change in trainees’ awareness of the diversity of “beauty” and a deepening of their interest in cross-curricular learning.本研究は，JSPS科研費17K048645助成を受けたものである

A Case Study of Cross-Curricular Cooperation in an Elementary School Teacher’s Training Course: Focusing on Moral Dimension in the Teaching of Physical Education and Music Education at Elementary Schools

Currently, the elementary school teacher training curriculum requires cross-curricular cooperation in a variety of subjects. Although there are many possibilities for such collaboration, the authors’ have chosen to focus on the moral perspective required of teachers in the teaching of their subjects. The moral dimension is not limited to ethics subjects called “Tokubetsu no kyouka doutoku”, but it is necessary in relation to the content of all subjects. Based on this, the authors conducted discussion-oriented classes for students of the elementary school teacher-training course in the A University, and examined the results and issues related to the moral dimension of the classes in physical education and music education. Consequently, we confirmed that this experience deepened the multifaceted understanding of the content of each subject, and that the students acquired a cross-curricular perspective and recognized the necessity of the moral dimension. On the other hand, we feel the content of inter-subject cooperation needs to be further improved based on the learners' experience of each subject and curriculum in order for all students to benefit from this experience.本研究は，JSPS科研費17K048645助成を受けたものである

A Study on the Specialized Contents Related to the Subject (Music) in Elementary School Teacher Training

This study delves into what should comprise the Specialized Contents Related to the Subject (Music) in elementary school teacher training. The Central Council for Education’s 2015 report, “Improvement in competency of teachers who will carry forward future education in schools,” suggested the following new directions for changes in teacher training: i.e., (1) to enlarge the categories for specialties or to integrate subjects within teacher training courses and (2) to prepare policies to organize the core curricula for teacher training courses. In 2017, Hiroshima University was assigned a project for integral reform of the promotion of teacher development, employment, and training for career advancement. Our team drew up a plan for the core curriculum for the Specialized Contents Related to the Subject (Music) in elementary school teacher training. This study compares this new curriculum with two other plans and examines all curricula from several perspectives. The results show that the standard for the core curriculum subjects has become a double-edged sword. Teacher trainers should refer to this standard in developing their own contents and teaching methods for student teachers

ブヌア・ダヤック人の「融通」を重視した生計戦略 : インドネシア東カリマンタン州・ベシ村を事例として

学位の種別:課程博士University of Tokyo(東京大学

Use of iGlarLixi for Management of Type 2 Diabetes in Japanese Clinical Practice : SPARTA Japan, a Retrospective Observational Study

Introduction: Many individuals with type 2 diabetes (T2D) experience suboptimal glycemic control. Treatment intensification options include fixed-ratio combination products containing a basal insulin and a glucagon-like peptide-1 receptor agonist, such as iGlarLixi (insulin glargine 100 U/mL and lixisenatide). This study aimed to provide real-world evidence of the effect of iGlarLixi in Japanese clinical practice. Methods: SPARTA Japan was a non-comparative, observational study conducted at 27 institutions in Japan. Anonymized individual-level data from adults with T2D receiving iGlarLixi in routine clinical practice were retrospectively collected. The primary study objective was to assess the impact of iGlarLixi on the change in glycated hemoglobin (HbA1c) at 6 months’ post-treatment initiation, with preplanned subanalyses to determine the influence of baseline characteristics. Secondary and exploratory endpoints included assessment of the proportion of individuals achieving HbA1c targets, change in body weight, and incidence and severity of hypoglycemia and gastrointestinal events. Results: The full analysis set included 432 individuals, with data available at 6 months for 426. Of the 432 individuals, the mean (SD) age at baseline was 61.6 (12.8) years and the majority had a T2D duration of ≥ 10 years [mean (SD) 13.3 (10.4) years]. At 6 months, HbA1c had significantly decreased versus baseline ( –0.85%; P < 0.0001), with a greater decrease in those aged < 65 years, with a shorter duration of T2D and higher baseline HbA1c. A significant increase in the proportion of participants achieving age-specific HbA1c versus baseline was observed. Mean body weight decreased by 0.5 kg (P = 0.0034 versus baseline). There were few hypoglycemia and gastrointestinal events (in individuals with HbA1c data); no severe hypoglycemic events were reported. Conclusions: The results of this real-world study indicate that iGlarLixi may improve glycemic control without serious adverse events in Japanese individuals with T2D who have suboptimal glycemic control on current treatment regimens and switch to iGlarLixi

Use of iGlarLixi for the Management of Type 2 Diabetes in Japanese Clinical Practice : Prior Treatment Subgroup Analysis of the SPARTA Japan Study

Introduction: iGlarLixi, a fixed-ratio combination of insulin glargine 100 U/mL and the glucagon-like peptide 1 receptor agonist (GLP-1 RA) lixisenatide, is one option for treatment intensification in individuals with type 2 diabetes (T2D) who are unable to achieve targeted glycaemic control with their current glucose-lowering agent. Real-world data on the impact of prior treatment on the effectiveness and safety of iGlarLixi may be useful to guide individualised treatment decisions. Methods: This analysis of the 6-month, retrospective, observational SPARTA Japan study compared glycated haemoglobin (HbA1c), body weight and safety for pre-specified subgroups defined by prior treatment: post oral antidiabetic agent (OAD), GLP-1 RA, basal insulin (BI) + OADs (BOT), GLP-1 RA + BI or multiple daily injections (MDI). The post BOT and MDI subgroups were further divided on the basis of prior dipeptidyl peptidase 4 inhibitor (DPP-4i) use, and the post MDI group was divided on the basis of whether participants continued bolus insulin. Results: Of the 432 participants in the full analysis set (FAS), 337 were included in this subgroup analysis. Across subgroups, mean baseline HbA1c ranged from 8.49% to 9.18%. iGlarLixi significantly (p < 0.05) reduced mean HbA1c from baseline in all but the post GLP-1 RA + BI group. At 6 months, these significant reductions ranged from 0.47% to 1.27%. Prior DPP-4i exposure had no impact on the HbA1c-lowering effect of iGlarLixi. Mean body weight decreased significantly in the FAS (0.5 kg) and the post BOT (1.2 kg) and MDI (1.5 and 1.9 kg) subgroups but increased in the post GLP-1 RA subgroup (1.3 kg). iGlarLixi treatment was generally well tolerated, with very few participants discontinuing because of hypoglycaemia or gastrointestinal events. Conclusion: In participants with suboptimal glycaemic control on various regimens, 6 months of iGlarLixi treatment improved HbA1c in all but one prior treatment subgroup (GLP-1 RA + BI), and was generally well tolerated

Assistance for Learning Keyboard Instruments in the Elementary School Teacher Training Program

The focus of this research is learning support for those students in elementary school teacher training programs learning to play the keyboard. In teacher training, the piano is regarded as an essential element in the curriculum for elementary education. Applicants for teaching positions are often required to sing while playing the piano or organ, or to play the accompaniment to songs that are compulsory content in elementary schools. However, there are various abilities required for instruction in music classes, and the skills required to play the keyboard in teaching are different from those for casual players. A report by the Central Council for Education (2015) suggests that the content of each subject should be acquired together with the teaching methods in the curriculum of teacher training courses. Therefore, we will examine the scenarios in which a teacher’s skill in playing the keyboard is required, discuss possible obstacles, and suggest some options to improve their learning processes. In addition, we delve into ICT and electronic devices for students who have difficulty practicing by themselves. These measures could allow students to utilize the keyboard as an instructional tool. In acquiring abilities for music instruction with various tools, students should also become conscious of their learning processes so that they can then independently improve their skill level

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