Effects of a music listening program applying the “dictogloss” technique:Experimental research on second grade elementary school pupils
Bibliographic Information
- Other Title
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- ディクトグロスを応用した音楽聴取プログラムの実践とその効果―小学校2年生を対象とした調査―
- ディクトグロス オ オウヨウ シタ オンガク チョウシュ プログラム ノ ジッセン ト ソノ コウカ : ショウガッコウ 2ネンセイ オ タイショウ ト シタ チョウサ
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Abstract
In order to develop the language ability specified in the National Curriculum Standards for elementary schools, each school should put in place the necessary language environment and enhance the language activities of the pupils in accordance with the characteristics of the subjects. Elementary school teachers often say that they do not know how to support pupils who cannot express themselves. It is necessary to help such young learners express themselves by enhancing their conceptual knowledge and language ability. This study aimed to analyze the memorandums that second graders made while experiencing a music listening program and sought to verify the effect of the program on their language skills. The survey was conducted in 2018 and 2019, with 70 second graders from two public elementary schools located in the western part of Japan. As part of the music listening program, a discussion applying dictogloss was conducted. A total of eight sessions lasting 20 minutes each were conducted during school hours. Pupils listened to music and discussed eight slightly different musical pieces with their peers in the course of these sessions. Teachers’ comments and pupils’ statements show that by experiencing this music listening program and by engaging in a discussion on the dictogloss technique, the children learned how to focus on listening to music and understood music knowledge through experience. By interacting with their peers, they acquired the ability to verbalize and express themselves. Further research is needed to collect more data.
Journal
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- 現代児童学研究
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現代児童学研究 3 (1), 1-11, 2020-12-01
東京家政学院大学 現代生活学部 児童学科内 現代児童学研究会事務局
