Educational Practice Research into the Problem-Solving Process of Children in Music Making Lessons as Artistic Inquiry : Based on the Theory of Inquiry by John Dewey

Abstract

The objective of this research is to clarify, via educational practice research methods, the logic involved in the problem-solving process of children in music making lessons perceived as artistic inquiry based on the theory of inquiry by John Dewey. First, the logical framework of artistic inquiry has been derived from Dewey's works. Next, based on the derived framework, a music making lesson perceived as artistic inquiry has been planned and carried out, and the methods used by children to resolve problems have been analyzed. The following has been identified from this research as the logic of problem-solving process of children in music making lessons perceived as artistic inquiry. Problems result from the transformation of the situation brought about by the gap between the sound which children conceptualize and the actual resulting sound. Children create a musical work by manipulating musical elements in order to resolve these problems and arrive at the determinate situation. Articulation of image occurs through this process, and the gap between the new concept and the actual resulting sound creates further transformation of the situation. Children complete a musical work by repeating this process, resolving problems and arriving at the determinate situation.