Abstract
The purpose of this study is to clarify the developmental phases in the relationships between word, movement, and sound as expressive media in disabled students' making music. For this purpose the activity of making music was planned and implemented by the author at a senior high school for the disabled. And the data on the selected five students' making music were analyzed from the viewpoints of how word, movement, and sound were related. As the result of analysis the following developmental phases were found: (1) At stage 1, word and movement which are undifferentiated is combined immediately with sound. (2) At stage 2, movement which is differentiated from word is combined with sound immediately. (3) At stage 3, movement which is differentiated from word is combined with sound by visual image. (4) At stage 4, word of onomatopoeia is combined with sound by visual image, dynamic image, and acoustical image. (5) At stage 5, word concerning a created story is combined with sound by narrative image.
