2017 Volume 21 Pages 1-12
This paper aims to clarify the process of self-expression in “Graphic Score Making” through analysis of music teaching-learning process. First, we defined the word “self-expression” according to John Dewey's theory of experience and, next, composed a framework composed of impulse, resistance and problem-solving. Second, we planned and implemented graphic score making in an elementary school music appreciation class as this framework, and conducted an analysis on how a sample child could come to achieve self-expression through the lesson. Finally, we examined several viewpoints for lesson construction necessary to realize self-expression. From our results, we drew the following conclusions.
(1) The sample child went through the process of self-expression as follows :
Sample child became conscious of his problems when he felt stressed by engaging with others. He interacted with some targets (i. e. music) to solve them. He became sensitive and receptive to the inner world by an interaction. Then he output the inner world through various media (sounds, language, and the visual). And we verified the practical effectiveness of this framework.
(2) Sample child realized self-expression with the reconciliation between individual and society due to the actions of the others in the class and musical facts as subject matter.
The viewpoints of lesson construction necessary to realize self-expression arouse an impulse or interest in the subject matter, make one conscious of one' s problems, and set the common media or materials in a group.