生成の原理に基づく音楽科単元構成における「経験」と「教材」のかかわり

抄録

The purpose of this study is to demonstrate the relation between "experience" and "subject-matter" in unit construction of school music education based on the concept of the generating of music from the perspective of music educational practice. Firstly, Dewey's concept of subject-matter, which takes a stance of monism between "experience" and "subject-matter", has been investigated. Secondly, the relation between "experience" and "subject-matter" in the case example of unit learning in school music education has been interpreted from the framework of Dewey's concept. Finally, the relation has been discussed in terms of unit construction of school music education based on the concept of the generating of music. The following conclusions have been drawn: 1. First, the subject must have a direct musical experience with cultural environment involved in the musical production of human experience. However, he/she does not yet realize the meaning and the value of the production of human experience. 2. He/She feels confusion when the musical conditions of the environment are changed. The problematic situation emerges at this moment. 3. He/She begins the inquiry to transform the indeterminate situation into determinate situation. He/She then investigates the conditions of the problematic situation. In the case of music learning, it is the reflective experience through the perception and feeling of music. Subject-matter emerges from the problematic situation in experience in the form of a problem of inquiry. 4. The subject-matter is reconstructed through experiment as the musical experience and communication in the inquiry, adding the meaning and value to the musical experience. So a new problematic situation emerges in there. 5. At the end of unit construction, the first direct experience develops into a more mature experience of musical expressionist.