抄録
This paper examines the teaching materials for learning harmony in primary school education and on the Education Ministry guidelines, focusing on the following facts:
・Changes in the view of achievement in school music education
・The origin of harmony and its function
・Classes with “vertical structure” and those with “horizontal structure”
The examination shows the following facts:
・Teaching materials with stereotyped music theory (such as mainly major triads) have been used exclusively through the years, despite changes in the view of achievement in school music education.
・Not many teaching materials are aimed at cultivating children's creativity and encouraging children to find their own sound.
・It seems that good teaching materials and activities must be used at the early stage in learning harmony.
The results suggest the kinds of teaching materials needed as one way of remedying the current situation.
