2007 Fiscal Year Final Research Report Summary
Music and Movement in Music Education with Special Focuses on Japanese and British Context
| Project/Area Number |
17530643
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Tokyo Gakugei University |
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Principal Investigator |
SHIOBARA Mari Tokyo Gakugei University, Department of Education, Professor (10290652)
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| Project Period (FY) |
2005 – 2007
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| Keywords | Music and Movement / Music Education / Curriculum / U. K. / Comparative Education |
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| Research Abstract |
This study was to investigate the nature and the meaning of music and movement teaching in music education and present an effective frame work for teaching this particular area of work in the schools. The research was conducted in both Japan and U.K. and this setting contributed to give a comparative aspect to the study. In order to carry out the research first of all the relevant literature concerning physical experience of music had been investigated. These included the areas such as psychology of music, developmental psychology, and aesthetics of music, phenomenology, ethnomusicology, and neurology. Music classes incorporating movements were observed in both Japan and U.K. and interviews with the teachers were conducted. Ten different categories of the uses of movement in music classes were identified as follows: for cultivating the sense for rhythm; singing games and musical games; for developing affective responses to music; for learning elements of music; for developing skills for playing musical instruments; as a motivation for creating music; for self expression through music; Dalcroze eurhythmics; dance; as part of integrated arts activities. Based on the findings above the researcher went on to find out an appropriate theoretical framework for teaching music and movement in the classroom in systematic and progressive way. The theory of musical development proposed by Swanwick and Tillman (1988) was chosen for indicating how music teaching can be organized in the sequential way from musical materials to musical value level via. expression and form. In this developmental theory in mind, the above ten categories were reorganized in the light of three different ways of approaching to music and movement that are: from music to movement; from movement to music; creating music and movement. With all these research results combined the researcher proposed a framework for music and movement in the music curriculum.
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Research Products
(12 results)
