2025 Volume 48 Issue 2 Pages 71-83
This study aims to investigate the effectiveness of specific instructional strategies aimed at fostering “proactive” learning among all children, including those perceived to face cognitive challenges in elementary school music classes. The authors identified two focal points of the issue: “Concrete assumptions regarding a ‘proactive’ learning attitude in music classes, and “What specific instructional strategies should be implemented to foster ‘proactive’ learning?” To address these issues, the study focused on a selected student (referred to as A) in a general educational classroom who was perceived to have cognitive challenges. In order to promote “proactive” learning for all children, including Student A, the authors developed instructional strategies incorporating “timely adjustments” in the learning process, allowing students to express their perception and sensitivity to sounds and music at appropriate moments. The strategies were implemented in third-grade music classes. Based on changes in the content of students’ worksheet responses, the study concluded that in order for all children to appropriately understand the learning tasks and engage in thinking, judgment, and expression, it is important to design lessons in advance with consideration for potential cognitive difficulties.
