The Approach of Learning Dynamics in Elementary Music Textbooks in Australia

To study music elements, such as beat, rhythm, pitch, melody, harmony, etc., is a prominent part of music education. The purpose of this study was to clarify how elementary students in Australia learn dynamics, which is one of music elements, using a series of music textbooks Music Room. Descriptions about learning dynamics were extracted from the textbooks and analyzed by categorized into 7 learning approaches. The findings were as follows: (a) The contents of leaning dynamics were placed mainly in the lower grades, with listening, performing, creating, and composing. (b) The contents of leaning dynamics developed in stages in the first half of a series of the textbooks, while repeated the same sort of leaning in the latter half. ( c) In the lower grades, dynamics was learned separately from other musical elements. As grade advanced, dynamics was treated with other musical elements synthetically. The learning of the upper grades was take place on the basis of what learned before, not focusing only dynamics. (d) The final target was established to apply dynamics autonomously to practical music performance. Dynamic marks used in t~e textbooks were restricted to f, p, crescendo, decrescendo, and accent. A variety of musical activities with the restriction of dynamic marks made possible for students to acquire the ability to play music with dynamics

The Arts (Music) of Australian Curriculum: Elementary Stage of Multicultural Education

This study is intended to consider a viewpoint of multicultural education in the arts (music) education, using the Australian curriculum of the arts (music) as object of the study. As a result, it was shown that in all Australian states some activities of music such as listening to music or singing songs should be multicultural. Furthermore, there was a state where activities which created or appreciated were used as the basis of recognition and talking about the backgrounds of the music of the various cultures. The heart of learning about multicultural education in the field of Australian music is aimed at recognizing music after experiencing various culture's music

Development of Music Classes on Gagaku in Elementary and Junior High School

The purpose of this study is to develop music classes using Etenraku, which is one of the oldest existing music in Japan called Gagaku (traditional Japanese court music), as a material in elementary and junior high school. The main points of view on developing music classes are as follows: (1) to pursue the musical substance, (2) to center a proactive and action-oriented learning of students, and (3) to promote and enhance language activity. The music class in elementary school has two goals. One is that students develop an understanding for a mechanism of producing sounds with double reed through the activity to make hand-made musical instrument. The other is that students understand the role of hichiriki (a kind of flute) in Gagaku ensemble, discovering sound aspects of hichiriki, and expressing the sound aspects with their own words. The music class in junior high school has two goals. One is that students understand the musical style of Gagaku through creating rhythm patterns of percussion section for the melody of Etenraku. When creating, students write musical note using composition software. The other is that students engage in entire learning process with language activity, for example, talking together about what they want to express in their work, describing their intention put into their work, or expressing what they feel when they listen other's work

Christopher Simpson The Division-Viol, or The Art of PLAYING Ex tempore upon a GROUND. EDITIO SECVNDA Part III "The Method of ordering Division to a Ground" (3)

本訳稿はChristopher Simpson (1605頃－1669) 著 The Division-Viol, or, The Art of PLAYING Ex tempore upon a GROUND. DIVIDED INTO THREE PARTS. EDITIO SECVNDA, London, 1665 のPart III "The Method of ordering Division to a Ground" より§13～§16(pp.57-61)の全訳である