2002 Volume 32 Issue 2 Pages 15-21
This study is a continuation of my research introduced in “A Theoretical Foundation of ‘Linguaggio Musicale’ (Language of Music) in Italian National Curriculum Standards―Gino Stefani's Semiotic Approach―” (Japanese Journal of Music Education Research, No, 30-4, 2001). In this former research, the author presented that in the public education in Italy the musical ability is developed by comprehending that sound and music encompass semantic and communicative functions through the idea of “language of music.” Stefani developed his theory concerning this language of music and musical ability from the semiotic standpoint. The author believes that this approach plays an important role in conducting the ideas conceived in the National Curriculum Standards toward practical use.
In this study, the models of the five levels of musical ability specified by Stefani, i. e. (1) general codes, (2) social practice, (3) musical technique, (4) styles, and (5) works, are investigated in detail while examining the viewpoints of Stefani's theory. Music learning comprises the competence in relation to these five levels, and, in his theory, creative ability will be developed with each of these levels supported by the above capacity to produce sense.
The author examines the interrelationship with the capacity to produce sense as the universality of musical ability. The issues to be challenged in the music education of Japan are specified in this study through these theories.
