@article{oai:sucra.repo.nii.ac.jp:00018732,
 author = {伊藤, 誠},
 issue = {2},
 journal = {埼玉大学紀要. 教育学部, Journal of Saitama University. Faculty of Education},
 month = {},
 note = {This paper focuses attention on the points of revisions to the government curriculum guidelines and their relation to active learning in a discussion of state of appreciation courses for students in upper elementary to junior high school. I aimed to realize appreciation instruction that regards the importance of the children’s point of view by considering what they can grasp and what they can learn how to do, which are both imp ortant features of the latest revision, toward cultivating their ability to acquire knowledge within the context of a music class. Along with this, I also touch upon the state of university education by reflecting on the true intent of active learning.
This paper is organized as follows: Introduction, Viewing Active Learning as Leading to Better Appreciation Classes, The Realities of a Mock Appreciation Class Implemented in the “Elementary Music Class Teaching Methods” Course, Tabulating and Analyzing Worksheets, and instead of a conclusion -The Importance of “Deep Learning” that Accompanies the Aesthetic Enjoyment Needed for Appreciating Music (the original paper also includes three additional items -the first page of Mozart’s original manuscript, notes for plans for blackboard writing, and a worksheet that was handed out on the day of the mock class.).
In an “Elementary Music Class Teaching Methods” class that I taught in January of this year, I carried out a mock music appreciation class using the fourth movement of Mozart’s Eine kleine Nachtmusik as teaching material. In this class, I handed out a worksheet composed of eight questions. After playing several sections of the piece, and while leading this to a listening of the entire piece, I had the students answer each question. The 119 worksheets collected brought to light numerous states of listening comprehension. For Items #3 and #4, I analyzed the data from five standpoints, and after considering each of these, I described three challenges (points for reconsideration).
If a student cannot remember the main melody of the rondo, then they will not be able to distinguish the theme from the other sections. Through a consideration of the whole, I realized that an appreciation experience that includes aesthetic enjoyment is needed to be able to listen to and savor the skill that the composer used in the work while considering the beauty of the way the music was organized. In the end, I keenly felt the need for further research into both the process of gaining insight into a subject that cannot be expressed with language, and the stance that the teacher must personally take in pursuing the means to gain such insight., text, application/pdf},
 pages = {49--59},
 title = {大学教育におけるアクティブ・ラーニングを導入した音楽鑑賞授業の一試論 : ワークシートを活用した《Eine kleine Nachtmusik》の教材化<教育科学>},
 volume = {68},
 year = {2019},
 yomi = {イトウ, マコト}
}