歌唱授業において比喩的表現による意味共有を実現する環境構成

―デューイのコミュニケーション論を手がかりに―

抄録

  The purpose of this study is to clarify what kind of environment is necessary to build in order to achieve sharing meaning through figurative representation in singing classes.

  The research method employed organizes theory concerning sharing meaning through figurative representation in music classes as an artistic experience according to Dewey's communication theory. In addition to investigations into building a Dewey environment, we will examine class design that achieves sharing meaning through figurative representation in singing classes. Next, we will posit a hypothesis as the basis for class plans incorporating these points of view. By conceptualizing, implementing and reflecting on classes according to this hypothesis, we will clarify which kind of environment building is necessary in order to link meaning shared by children through figurative representation to musical expression.

  Results showed the need for teachers to build the following environments that respond to children's successive changes in order to achieve sharing meaning through figurative representation in singing classes.

  1) In “Experience” and “Reflection”, creating an opportunity to ask children what they like about music and their reasons, and asking what each music scenario is like.

  2) In “Re-experience”, creating an opportunity for children to bring individual feelings to each scenario and think about how they would sing as a group.

  3) Creating an opportunity for children to physically express words and onomatopoeia which serve as a “vehicle” for figurative representation expressing how the groups would sing in 2) by using these words and onomatopoeia as hints.

  4) Creating an opportunity for children to question how to experience the feelings that they physically experienced in 3) as an expression while singing.