The purpose of this research is to examine the effectiveness of instructive methods to promote the articulation of image in constructive music expression. Two instructive methods are hypothetically proposed. 1. Having dialogues between the teacher and students in order to generate meaning in the musical activity. 2. Having students listen to their own performance in order to externalize their performance. The author has used these two methods in a class of constructive music expression in the second grade. The entire process of the class has been transcribed and analyzed. The result of the analysis shows that these two methods are effective for articulating images. The result also suggests that the methods lead students to problem-solving that is effective in musical activities.

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The purpose of this study is to analyze the effects of "outreach" in elementary schools from the perspective of praxis-oriented music education. 90 fifth graders participated in an outreach program arranged by the author and the music teacher at an elementary school. The two-hour program at the elementary school consisted of a chamber ensemble concert by three musicians and two workshops. In Workshop A, the children made straw pipes to be used as a musical instrument. Workshop B gave them hands-on experience with real musical instruments such as the piano, the clarinet, and the cello. The children were asked to write a report on the outreach program in the form of an open-ended questionnaire. The author analyzed the reports to see what kind of inner changes the outreach program brought about in the children, and why (i.e. what aspects of their outreach experience triggered what kind of inner changes in the children?). The author first examined the data according to the following four categories of inner changes which are said to play important roles in promoting praxis-oriented education: (1) inspiration, (2) delight, (3) discovery, and (4) zest. An analysis of the data reveals that the outreach program brought about inner changes in all four categories, and that these changes were triggered by experience unique to outreach. The data were further analyzed in viewpoint of praxis-oriented music education, the cyclical "process" of purpose, action and result in experimental learning. It was found that the observed inner changes of the participants have relevance to every aspect of the process. The results suggest that outreach has a positive impact on school children and is an effective way of promoting praxis-oriented musical education in elementary schools. Finally, the paper offers some suggestions for implementing outreach to better promote praxis-oriented music education in elementary schools.

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The purpose of this paper is to develop "graphic score making" as a "constructive activity" in music appreciation class at junior high school, and to consider its characteristics as teaching material through analyzing its teaching-learning process. "Constructive activity," which is based on the concept of "occupation" by J. Dewey, is an educational method that reconstructs the inner world by having it interact with the reconstruction of the outer world. First, the methodology and content for developing "graphic score making" as a new teaching material is presented. Second, a discussion is given on the possibility of "graphic score making" having the nature of "constructive activity" as well as viable teaching material in music appreciation class. Third, the teaching-learning process of "graphic score making" is analyzed from the viewpoint of interaction between the inner world and the outer world, which is the basic structure of "constructive activity." Finally, the result of the analysis is discussed from the perspective of characteristics of "graphic score making" as teaching material. As a result, the characteristics of "graphic score making" are as follows: (1) "Graphic score making" is effective in having students become aware of the qualitative aspect of music because it lets the students externalize the image of music. (2) "Graphic score making" is effective in having students become aware of the relationships among different parts in music because it enables the students to grasp the music as a whole at a glance. (3) "Graphic score making" activates empathetic communication through a qualitative medium because it is the visualization of images.

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