A Collaborative Learning Regulation Process of Junior High School Students in Creative Music-Making

抄録

The purpose of this study was to identify the issues involved in promoting independent and interactive learning in music classes, by analyzing the process of collaborative learning regulation for creative music-making undertaken by junior high school students. In this study, the students’ dialogues during collaborative learning activities and the teacher’s utterances in the creative music-making classes of a junior high school were coded from the perspective of the intent of the statements. The resulting codes were classified using a bottom-up approach to generate the higher-level categories. The results indicate that the students actively engaged in dialogue related to task analysis and goal setting, which correspond to the Forethought Phase1. However, they did not speak much about the Performance and Reflection Phases, which include self-observation and self-judgment. The teacher’s suggestions for the group to consider were limited to the length of the piece being close to the target of one minute. Although there were some instructions given during the Forethought Phase in learning coordination, such as suggestions for working strategies and musical ideas, there was no mention of the Performance or Reflection Phases, which may include information such as carefully monitoring performances and offering a point of view when evaluating their own performances.