@article{oai:sucra.repo.nii.ac.jp:00017611,
 author = {伊藤, 誠},
 issue = {1},
 journal = {埼玉大学紀要. 教育学部, Journal of Saitama University. Faculty of Education},
 month = {},
 note = {As part of “Music Instruction Methods A”, a specialized elementary school education course taught by the author, a questionnaire entitled “Memories and impressions of music classes” (comprising 19 items) was administered over the past two years. In the first partof this manuscript, data from a total of 485 responses obtained from students in the education department, mostly second-year students, are analyzed to determine trends in responses to questions on musical grammar and correct response rates. The factors thoughtto be responsible for students’ responses are then investigated based on the results for responses to other questions. Because many of the students tended to avoid “musical scores” regardless of their grades in elementary and junior high school), time was gradually allocated in this course for various aspects of music theory, such as methods for enhancing music reading ability, the meaning of using solmization, and the functions and roles of primary triads.
The new textbooks introduced with the comprehensive revision of school curriculum guidelines have further increased the need for the promotion of teaching based on the newly established “common items” in music classes. “Common items” involve “understanding the characteristic elements and systems of music” and “understanding notes, rests, symbols, and music terminology” through general music activities. Therefore, learning music theory in order to understand the characteristics of Western music (music of functional harmony) is expected to receive an even greater emphasis in the future. The second part of this manuscript discusses the effects of lectures on musical grammar on the trial lessons held by students., text, application/pdf},
 pages = {11--22},
 title = {「音楽科指導法Ａ」における音楽理論教授の必要性 : 質問紙調査の分析結果をふまえて<教育科学>},
 volume = {61},
 year = {2012},
 yomi = {イトウ, マコト}
}