Abstract
The purpose of this study is to examine the beliefs of a music teacher by making a phenomenological investigation into the structure of his beliefs, and the effects that they have on students and the flow of classes. In this study, the music class conducted by Hiroshi Yamamoto at Fukushima University Affiliated Elementary School was analyzed based on participant observation and a post‐class interview with him as a teacher. This analysis made clear that the structure of his beliefs was as follows: 1) he attempts to broaden the children's musical values by letting them experience music as a network of expression, 2) he consistently takes the position of being a kind of impromptu supporter, and 3) he emphasizes making a place of musical communication of the music class. The structure of this belief system is consistent as a whole, and as a result of the stable management noted in these beliefs, the children developed to the point that they were able to organize ensemble activity by themselves, and to positively express themselves through an informal concert during the noon recess at school. At the same time, it became clear that the respondent has struggled with internal conflict between his role as a supervisor and his role as a music teacher. The future task is to clarify the improvement process by which a music teacher can overcome such conflicts in forming a strong belief system.
