アメリカ音楽科成立期におけるカリキュラム編成の論理 : コロンビア大学附属実験学校を中心として

抄録

Music Education was established in the 1910s when "Music Theory," "Music Composition," "Music Appreciation," "Instrumental Performance," were added to "Vocal Music." At the time of its establishment it faced the problem of what logic curriculum organization should be for integrating these into the music curriculum. Music Education in the Experimental and Demonstration School of Columbia University aimed to develop an appreciation of the esthetics of music as art, namely a recognition of and pleasure in music as art. The ability to appreciate music is necessary in order to recognize and grasp the musical idea by which music as an art is constructed. The musical idea constituted the idea related to structure, the idea related to interpretation, and musical thought. The development of the musical idea was the nucleus of integrating all these components into the curriculum. "Vocal music", "music theory," and "song-making," were placed on the regular curriculum. "Music appreciation," and "instumental performance," were extra-curricular subjects in the schools. The nucleus in the curriculum organization was "music theory," in which the idea as related to structure was constructed on the basis of objectivity-defined educational content. The curriculum was divided sequentially into three stages. The first stages constituted observing pitch, tone duration, pulsation, and transposition from tone duration and pulsation to notes, from pitch to five-lined staff. In the second stage, the child was taught by means of analysis that music constitutes some phrases. General musical experience was extended in the third stage. The curriculum was composed of a highly intellectual training. It had become another curriculum worth estimating to be music-for music education.