The Development of Introducing “Music Preference” in an Elementary School Singing Lesson :

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  • 高学年児童の音楽嗜好に焦点をあてた歌唱表現授業の発展
  • 高学年児童の音楽嗜好に焦点をあてた歌唱表現授業の発展 : 活動の「楽しさ」の変容に着目して
  • コウガクネン ジドウ ノ オンガクシコウ ニ ショウテン オ アテタ カショウ ヒョウゲン ジュギョウ ノ ハッテン : カツドウ ノ 「 タノシサ 」 ノ ヘンヨウ ニ チャクモク シテ
  • Focusing on the Transformation of “Enjoyment” of the Activity
  • ―活動の「楽しさ」の変容に着目して―

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<p>  The purpose of this study was to examine the development of introducing music preference into a singing lesson in an elementary school music class and how that preference relates to the transformation of “enjoyment” of the music-related activities. To do this, I first researched the phrase “music preference” and what has been learned about it in previous studies. Next, I isolated the literature on “enjoyment” in music education and defined the word as it is used in this study. Then, I planned a singing lesson that explored the relationship between “enjoyment” and “music preference” in an elementary school class. Last, I considered whether the students' “enjoyment” continued throughout all the music lessons ; this was based on the students' interest level.</p><p>  Based on this analysis, the following conclusions were reached in regards to the transformation of “enjoyment” of introducing “music preference” in a singing lesson : 1) First, the “enjoyment of talking” was apparent because the students felt free to speak. 2) Next, the “enjoyment of understanding” was seen by perceiving and feeling the various musical elements and the images the music created. 3) Last, “the enjoyment of understanding” was transformed into the “enjoyment of remaking” by creating an object on the outside and also regenerating the student's inside experience. It is thought that the most significant reason for this transformation was that “music preference” was continuously working in the background, and it is considered to be the driving force in developing “enjoyment.”</p>

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