The purpose of this study is to propose a tentative music teacher training program called "Reconstruction of Experience" for the purpose of realizing a music lesson design based on the concept of the generating of music. As a research method, the authors will first study the Dewey's concept and process of learning through "Reconstruction of Experience". Next, the authors will study the method of music lesson design based on the concept of the generating of music and derive a perspective for structuring music teacher training programs that will enable participants to learn this method through "Reconstruction of Experience." Finally, based on the derived perspective, the authors will propose a tentative music teacher training program as "Reconstruction of Experience", whose aim is to realize music lesson design based on the concept of the generating of music.

  Based on the findings of the research, the training program was structured as a cycle of "Reconstruction of Experience" : "Primary experience - Reflective experience - New Primary experience," From this, a point of view was developed in order to realize the purpose of each step. Based on these perspectives, a tentative program was proposed. The conclusion of this study is that this proposed program may help improve the teaching skills of music teachers who design lessons based on the concept of the generating of music.

  This study aims to clarify the process of how an individual (a three-year-old child)’s interaction with sound material develops into musical expression.

  This research project, titled “Discovering Sound,” was conducted on a class of three-year-old children in a kindergarten.

  The study analyzed the process, from the viewpoint of the principle of interaction and continuity in Dewey’s empiricism, by which one child (hereafter Y) interacted with the sound materials to form expressions. Moreover, it considered the process of interaction between Y and the sound materials to form musical expressions. The conclusions are noted below.

  1) Y's awareness of the sound is a precondition for expression. 2) In the process of expression, an acorn, a play material, serves as a material for creating sound. 3) Y discovers the relationship between the act of manipulating the sound material and the resulting output, the sound. 4) The interaction between the material and the sound is established when Y starts to listen to the sound as the result of her act. 5) Images emerge in the interaction, and a desire for expression arises. 6) The sound materials become a medium through which to express the images. At this stage, Y's manipulation of sound materials becomes an act of musical expression.

  This study aims to explore how emotions influence the selection of materials whose qualities mirror those emotions experienced during music creation.

  As a research method, the first step was to define the key concepts of "material," "sense quality," and "emotion," using John Dewey's Art as Experience as a reference. Next, the study applied the insights from the literature review to facilitate music creation in elementary schools. The analysis focused on the situation where children select materials. Finally, the study discussed the role of emotions in selecting materials whose qualities resemble the emotions experienced while creating music.

  The study based its analysis on Dewey's theories and concluded that the role of emotions lies in attracting materials suitable for oneself in expressive activities. People select materials based on the sensory characteristics that resonate with their emotions. Based on this premise, the study analyzed classroom practice records to explore the role of emotions in the children's choice of materials and how they influenced the selection of materials whose qualities mirrored their emotions.

  The examination led to the following conclusion on how children's emotions guided their selection of materials whose qualities mirrored the emotions experienced when creating music. First, they imagined the emotions and states of the characters from a story and then connected those with their emotions by drawing on personal experiences and visualizing specific scenes. Then, they made their choices when their emotions were aligned with materials featuring various elements, including tones, rhythms, dynamics, speed, spacing, and their sensory qualities.

  The objective of this study is to clarify the features of how children relate media to each other in the problem-solving process in learning to appreciate opera as a teaching tool.

  The study was conducted as follows. First, based on the writings of John Dewey, the relationship between art appreciation and media was established to obtain a theoretical perspective for analyzing problem-solving in art appreciation. Next, art appreciation classes were designed and implemented, using opera as a teaching tool, and, following that, analyzed. The analysis in this paper focusses on how children use media in relation to the problem-solving process in the classes. The results were used to examine the distinctive qualities of problem-solving in learning to appreciate opera as a teaching tool.

  The following results were obtained : 1) Children use multiple media simultaneously in relation to the problem-solving process. 2) Children use different visual media in relation to one another to appreciate the video for the first time. 3) Interactions with music begin anew when children turn their attention to the existence of sounds. Thereafter, they use the visual media in relation to sounds.