The purpose of this study is to develop a practical music making program for junior high school students, which is drawn from "expression forming principles". To develop the program, the following three points were emphasized: (1) To combine musical generation, image development, and musical elements as part of the program. (2) To systematically incorporate "expression forming principles" into the program. (3) To devise an occupational method that can connect an individual with a number of societies. Eight projects and methods to promote these programs were developed, taking the above points into consideration. As a result, it was possible to develop a music making program that had clearly defined educational content. In addition, it was found effective to combine images and musical elements as part of the critical evaluation process in the project development process.

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The purpose of this study is to clarify the developmental phases in the relationships between word, movement, and sound as expressive media in disabled students' making music. For this purpose the activity of making music was planned and implemented by the author at a senior high school for the disabled. And the data on the selected five students' making music were analyzed from the viewpoints of how word, movement, and sound were related. As the result of analysis the following developmental phases were found: (1) At stage 1, word and movement which are undifferentiated is combined immediately with sound. (2) At stage 2, movement which is differentiated from word is combined with sound immediately. (3) At stage 3, movement which is differentiated from word is combined with sound by visual image. (4) At stage 4, word of onomatopoeia is combined with sound by visual image, dynamic image, and acoustical image. (5) At stage 5, word concerning a created story is combined with sound by narrative image.

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The purpose of this paper is to clarify the nature of John Dewey's meaning generation in artistic experience and to explain practically the phases of meaning generation at the scene of interactive discussion in children's activity of musical expression. First, the author examines and clarifies the theoretical framework of Dewey's meaning generation in artistic experience. Then the author uses the framework to analyze the "Togaton" lesson which was carried out in the second grade music class at Hirano Elementary School. The analysis shows the following phases of meaning generation: First, direct experience with sounds serves as the foundation of meaning generation. Then the characteristics of sounds are perceived and with the involvement of imagination, the quality is recognized. Finally, meaning is generated by recognizing the felt quality with words.

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