The Function of Suggestions for Stylistic Markings by Teachers in Singing Classes :

Focusing on the Transition from “Devices of Music Expression” to “Skills of Music Expression”

Abstract

  The purpose of this study is to focus on the transition from “devices of music expression” to “skills of music expression” in singing classes, and to clarify the function of suggestions for stylistic markings by teachers. In this study, expression marks are considered as words that serve as clues for the devices and interpretation of music, indicating “devices of music expression.” The research method adopted a practical approach. Firstly, it organized the relationship between “devices of music expression” and “skills of music expression,” and the handling of stylistic markings in musicology. Next, after summarizing the descriptions about teachers' suggestions according to John Dewey, a research lesson aimed at providing suggestions for stylistic markings, using the Warabe-uta “Kotorokotoro” for students in the third grade of elementary school, was designed, implemented, and analyzed.

  As a result, two functions were identified during the process of “devices of music expression.” When children formed an image of the music, the teacher offered two suggestions for the stylistic marking. Then, (1) the children selected a stylistic marking and pinpointed “devices of music expression.” Subsequently, the teacher encouraged them to be conscious of “devices of music expression” and to sing immediately. Consequently, (2) the children sang with expression, directly linking “devices of music expression” to “skills of music expression.”