- 著者
- 野垣内 菜穂 笹野 恵理子
- 出版者
- 日本学校音楽教育実践学会
- 雑誌
- 学校音楽教育研究 (ISSN:13429043)
- 巻号頁・発行日
- vol.16, pp.25-36, 2012
The purpose of this paper is to show the process of how students construct their extracurricular music activities. Students at school play or listen to music not only in classrooms but also at after school club activities. Using ethnography as the method, this paper will focus on high school students in popular (band) music clubs and find out how they construct their music activities. The followings are the points that have been shown in this paper. 1) When students construct and maintain their music activities at a popular music club, two contexts operate, "self-achievement of music goals" and "achievement of human relationships". Music club activities can be classified into four sections from the crossing of these two axes. 2) "Achievement of human relationships" is the key to construct and maintain music activities. It was difficult to continue playing music when concentrating on one's self-achievement. In order to construct and maintain the music activity, it was essential for students to make good relationship with other members. 3) When constructing and maintaining music activity, girls attach importance to constructing human relationships whereas boys have strong need for achievement in playing music and becoming more skillful, Girls also tend to play music not only for improving their skills but use music as a way to build relationship with others. 4) The result suggests that group formation would be a major key for successful music activities in school music education. We should not ignore the fact that human relationship plays an important role when actually constructing and maintaining music activity. In other words, forming groups of individual acting separately would not work. Group formation should be based on each individual's meaningful choice and each individual should be able to attach meaning to the group itself. Successful human relationship is the key for construction and maintaining music activities.
- 著者
- 野垣内 菜穂 笹野 恵理子
- 出版者
- 日本学校音楽教育実践学会
- 雑誌
- 学校音楽教育研究 (ISSN:13429043)
- 巻号頁・発行日
- vol.16, pp.25-36, 2012-03-31 (Released:2017-04-24)
The purpose of this paper is to show the process of how students construct their extracurricular music activities. Students at school play or listen to music not only in classrooms but also at after school club activities. Using ethnography as the method, this paper will focus on high school students in popular (band) music clubs and find out how they construct their music activities. The followings are the points that have been shown in this paper. 1) When students construct and maintain their music activities at a popular music club, two contexts operate, "self-achievement of music goals" and "achievement of human relationships". Music club activities can be classified into four sections from the crossing of these two axes. 2) "Achievement of human relationships" is the key to construct and maintain music activities. It was difficult to continue playing music when concentrating on one's self-achievement. In order to construct and maintain the music activity, it was essential for students to make good relationship with other members. 3) When constructing and maintaining music activity, girls attach importance to constructing human relationships whereas boys have strong need for achievement in playing music and becoming more skillful, Girls also tend to play music not only for improving their skills but use music as a way to build relationship with others. 4) The result suggests that group formation would be a major key for successful music activities in school music education. We should not ignore the fact that human relationship plays an important role when actually constructing and maintaining music activity. In other words, forming groups of individual acting separately would not work. Group formation should be based on each individual's meaningful choice and each individual should be able to attach meaning to the group itself. Successful human relationship is the key for construction and maintaining music activities.
- 著者
- 笹野 恵理子
- 出版者
- 日本教育方法学会
- 雑誌
- 教育方法学研究 : 日本教育方法学会紀要 (ISSN:03859746)
- 巻号頁・発行日
- vol.21, pp.159-168, 1996-03-31
The Sociology of Education has undergone a far-reaching change of emphasis in recent years. The change was first heralded by the publication of Knowledge and Control (1971) edited by M.F.D. Young and, whilst the contributions to the book come from widerly diverse perspectives, two in particular serve to mark a considerable break from the most previous studies of education. The first is the application of the sociology of knowledge to education. And the second is the fleuence of phenomenology. G. Vulliamy spelled out the implications of viewing music teaching from the perspective of the New Sociology of Education. Using Young's discussion of the 'stratification of knowledge', Vulliamy has attempted to illustrate the cultural clash-a clash between subject-based high status knowledge ('serious' music), which is the musical culture of the school, and everyday low status knowledge ('pop' music), which is the musical culture of most of the school pupils. It is argued that music teaching is particularly good example of how differing definitions of what counts as music in the school setting are linked with different criteria of success, different relationships between teacher and taught, and different teachers' perceptions relating to intelligence, family background and musical ability. The purpose of this paper is to construct a framework for a theory on curriculum research in music education from the viewpoint of the New Sociology of Education. Vulliamy has attempted to show that the New Sociology of Education provided a useful perspective from which to interpret the failure of music teaching. We attempt to analyze G. Vulliamy's theory of 'culture clash' in music education, based on the New Sociology of Education. This analysis is enabled us to give the redefinition of 'school knowledge' to music education. Furthermore, it leads us to propose the significance of Vulliamy's theory in music education, particular on music curriculum research. By reviewing the Vulliamy's theory, we propose that the perspective of the New Sociology of Education is significant in constructing a theory of curriculum research in music education.
1 0 0 0 実技を伴う教科と子どもの「遊び」に関する日韓比較研究
本研究は、「遊び」の活動に着目して、日本と韓国の子どもの日常生活や「遊び」の現状を調査し、子どもの置かれている実態を把握する。そして、いわゆる「実技教科」と呼ばれる、音楽科、図画工作科、体育科、家庭の学校での教科カリキュラムと子どもの日常生活における「遊び」の経験がどのように関連しているかを分析し、「遊び」と実技教科カリキュラムとの関係を考察することを目的とした。これまで私たちが行ってきた「教科教育における授業評価システムに関する教科横断的研究」(平成13-15年科学研究費助成)及び、戦後の教育課程比較や学習指導方法の比較をまとめた「日韓教科教育入門」(平成17年)の研究において比較的似通った教育課程を持つ両国で、子どもたちの「遊び」と実技系教科がどのように関わり、結びついているかの比較を行った。これまでの研究成果を元に、まず、子どもの「遊び」の日韓比較を、合計約2000名の児童を対象として都市部と地方に分け調査を行い、当該調査の分析と考察を行った。これについては「日本・韓国の子どもの遊び比較研究」と題し、刈谷三郎が2007年12月2007International Leisure Recreation Seminar(ソウル)において、その成果を発表した。韓国における高学歴志向、少子化、受験といった社会的背景が、子どもの「遊び」に深く投影されていることを指摘した。質疑の中で東北アジアでの研究への発展が示唆された。引き続き、子どもの「遊び」の実態把握からよみとれる日常生活経験を軸に、実技教科カリキュラムとの関連において考察を行い、遊びを自発的な自己完結的な子どもの日常生活文化として考えると、日本の子どもは実技教科が形成する学校教科文化と子どもの日常生活文化の乖離を強く意識し、韓国の子どもの方が、日常生活文化と学校の実技教科文化との接続を認識し、融合的に把握していること論証した。これらの研究成果は韓国・日本教育学会誌(韓国・日本教育学研究)において「実技系教科と遊びの日韓比較研究」として掲載予定(2008年8月)である。しかしながら、現時点では当初の目的の一つであった、新たな実技教科カリキュラムモデルの提案には至らなかったことが課題として残された。