A Phenomenological Investigation of the Ordinary Listening Experience of Elementary School Pupils

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  • 小学生における日常的なきく経験の現象学的探究
  • 小学生における日常的なきく経験の現象学的探究 : サウンド・エデュケーションの発展的実践事例「きくこと日記」の教育的意義
  • ショウガクセイ ニ オケル ニチジョウテキ ナ キク ケイケン ノ ゲンショウガクテキ タンキュウ : サウンド ・ エデュケーション ノ ハッテンテキ ジッセン ジレイ 「 キク コト ニッキ 」 ノ キョウイクテキ イギ
  • The Pedagogical Significance of the “Listening Diary” as a Case Study for Developing Sound Education Practices
  • サウンド・エデュケーションの発展的実践事例「きくこと日記」の教育的意義

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Abstract

This paper aims to investigate what elementary school pupils experience during ordinary listening periods and to consider the pedagogical significance of using a “listening diary” developed from the “sound diary” as a case study. Two agenda items were drawn from findings of previous studies and problems teachers were aware of: (i) what are the fundamentals needed to classify targets and find common ground to ensure they listen to conversations and music separately? (ii) how do we teach elementary school third graders to experience ordinary listening inclusively? In light of the first agenda, we obtained four phenomenology– focused points of view: existing and non– existing, music and non–music, linguistic and non–linguistic expressiveness, and directivity. For the second agenda, we drew up a worksheet with changing the name and the non–example. The results showed: (i) 16 specific patterns of how children listen and (ii) that various ordinary listening experiences occur under the four points of view based on the description and Ihde’s phenomenological ideas. In conclusion, these findings provide useful suggestions for further pedagogical practices.

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