The purpose of this study is to clarify some aspects in school children's development of expressive ability through the creative activities of music, and to find a systematical method of instruction and evaluation. I will consider children's musical activities and works from these 3 points of view. 1) How do children come to use sound material as a tool of expression? 2) How can they express what they imagin? 3) What sounds generated from sound material can evoke children's imagination towards expression? Before the children can use sound material as a tool of expression, they need realize what sound material is. After this, they begin to communicate their expressions to others, and then they improve their ways of expressing in their own manners. In these cases, the children in the lower grades tend to use mainly tone color and accent among the constituents of music, whereas the students in the higher grades can use a variety of elements, such as accent, tempo, form, melody, and so on. Their ability to express widens and deepens with age.

View full abstract

In this paper, a teaching method designed to stimulate children's desire to express themselves during everyday musical activities is reviewed. In order to accomplish this, with his chief attention focused on the interpretation of musical performances with regards to melodic line, the author has explored possible applications of the Agogik expression method to ensure that performers can express themselves in a more musical fashion. Specifically in this report, the author describes practical aspects of the Agogik expression method, particularly based on "Agogik accent" and "Articulation accent." He also refers to the interpretation of musical performances by analysing the words used into parts of speech.

View full abstract

The purpose of this paper is to consider how using Desk Top Music in learning music can influence the students' activities, especially of making music. It is concluded, from what has been made clear through several case students, that it is necessary for teachers to make the proper choice of the scene, giving the students the experience of pleasure for sharing music with developing individual feelings.

View full abstract