Developing a curriculum that promotes the ability to think, judge and express based on musical sense

2017 Fiscal Year Final Research Report

• Project/Area Number: 26780500
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Education on school subjects and activities
• Research Institution: Tokyo Gakugei University (2017); Naruto University of Education (2014-2016)
• Principal Investigator: KOYAMA Hanae 東京学芸大学, 教育学部, 准教授 (20713431)
• Project Period (FY): 2014-04-01 – 2018-03-31
• Keywords: 音楽的な感性 / 思考・判断・表現 / カリキュラム / 対話 / ビルドゥング / 音楽の教授学的解釈 / エーレンフォルト / 演奏家

Outline of Final Research Achievements

This study was divided into three parts. First, we studied German music education theory, revealing that understanding a musical piece entails a process of self-formation through a dialogue between the world, others, and oneself (dialogic Bildung). Dialogic Bildung implies that children create new truths when experiencing various world images, sympathize with them, and critically appraise them; thus, they not only learn about the world but also develop a harmonic relationship with it, and acquire deeper self-understanding. Therefore, dialogic Bildung has significance beyond the music education field. Second, we investigated the process of pursuing expressions when playing a musical piece. Two musicians were interviewed about how they pursued such expressions. Musical expression reflects bodily wisdom, judgements based on aesthetic senses or feelings, complexity, synthesis, and variability. Third, based on our results, we developed and practiced a music education lesson plan.

Free Research Field

教育方法、カリキュラム、音楽教育