The paper will discuss the factors that generate continuity in learning. This research examines a music lesson based on “constructive activity” in a special needs junior high school class in which a student impulsively plays a drum. The method employed to analyze the lesson has two distinctive characteristics : 1) It uses a hermeneutic approach to qualitatively analyze various data of the children' s learning process (a “discover-and-pursue” model); and 2) It analyzes an individual case in a special needs class. Through this study, one can acquire beneficial knowledge for universal design for learning. In conclusion, continuity in learning from a case of impulsive playing is generated by the following factors : 1) other students, who watch and imitate ; 2) the resulting dialogue between a teacher and students.
The purpose of this study is to clarify the necessity of introducing "congruence opportunity" in inclusive education. Teachers understand the special traits related to the acts and actions of students with disabilities. In such class settings, teachers attempt to create the means by which such students may participate in the class. In so doing, the hard to predict behavior of said students will decrease or be alleviated - and thus aid in the student's level of participation. The paper argues that such “congruence” leads to “opportunity.” We will use Wehmeyer et al's explanation of access to the curriculum in general education. A three-level triangular pyramid-shaped model that examines mainstreaming for children with different levels of disability into a general music department education curriculum will be considered. This research has made clear that it is necessary for a teacher to be rationally aware (of her students), image formation from formative experiences in one's youth, the possibility of the explanation using the triangular pyramid-shaped model, and the necessity of “congruence opportunity.”
Working within the framework of Dewey's concept of “experience,” this paper aims to clarify the relationship between Aesthetic Education and Action Learning, and, moving beyond them, put forward a third theory : the Generating of Music. First, the structure of Dewey's concept of experience will be defined. Second, the theories and practices of Aesthetic Education, Action Learning, and the Generating of Music are examined in light of Dewey's concept of experience. Third, the verification of the Generating of Music as a third theory of music education is posited. The nature of experience is in the connection to the element of “trying” and “undergoing.” However, both Aesthetic Education and Action Learning focus only on “trying,” not “undergoing.” Thus, they disregard a child's inner world in the music teaching-learning process. To relate “trying” to “undergoing” can unify “doing” with “knowing.” This unification enables the lifelong development of musical experience. Moreover, to relate “trying” to “undergoing” can encourage the formation of a child's inner world and ensure the development thereof. The Generating of Music is a third theory of music education because of its relationship between “trying” and “undergoing”.