| Budget Amount *help |
¥1,800,000 (Direct Cost: ¥1,800,000)
Fiscal Year 1995: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1994: ¥1,300,000 (Direct Cost: ¥1,300,000)
|
|---|
| Research Abstract |
1.Characterlstics of American Music Textbooks
A large oart of music textbooks lncluded music theory and teaching currlculum along with music materlals. Music was considered essentlal subject of the school curriculum since It promotes health, ellglous mind and morals of the students. Many music materials are In choral settings, In major keys, homophonic, and three-part mlxed style.
2.Characteristics of Japanese Music Textbooks
Alarge number of music textbooks contains only music materials. Those with music theory and teaching curriculums are rare. The principle objectives of music education are to cultivate the morals, and to promote the heaith. The curriculum begins with listening to music then moves to studylng music notation. This sequence is quite simllar to that of the United States in 19th century. The typical music materials are in major keys, insingle melody, and homophonic in choral settings.
3.Comparison of music textbooks between Japan and the United States
Both curriculums share the rationale of music education in which music promotes students'health, moral, and psychological states. In addition, the lay-out of the curriculum sequences, the order of music activitles are qulte similar. Both share the notion that music curriculum can be divided according to the three categories : rhythm, melody, and dynamics. The tendency of music materials is also slmilar in respect to tonal, meter, the beginning tone of the melody, length of the music, and style. There are 119 songs which are included in both American and Japanese textbooks.
4.Conclusion
It may be concluded from the results above that there should be an influence of early 19th century American music education on the beginnings of Japanese music education. Above all, the influence of the curriculum and the characteristics of the music materials are notable.
|
