The purpose of this study was to examine the viewpoint to organize the Child,s play which was the realization of child,s emotion into the work. The author arranged the connection between play and work with the framework of the concept of "Occupation" by J. Dewey, and examined the hypothesis. It was to reconstruct the play into the constructive activ-ity. The author selected "Maritsuki" from the Child,s play with song. The teaching-learning plan of child,s making "Maritsuk" was carried o-ut in the 2nd Grade Class Ikeda Elementary School. In this work, they played activity, through their constructive instinct,and then they made the Maritsuki of their own. In the result, child,s "Maritsuki" had musical contents, which was ba-sed on the children,s own living experience and thier communicating ins-tinct. They made progress not only in their musicul ability but also in their social ability. The work was formed by reconstructing the play to the constructive activity.

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This paper investigated the developmental phases of the scene of criticism in the creative music-making classes through the anaysis of the children's utterance. The author gathered the data of the music teaching-learning process in 11 elementary schools. The procedure included establishing the framework of analysis for the utterance based on the theory of J.Dewey on the arts,and identifying the three kinds of the developmental phases and the structure of the scene of criticism. The result showed the developmental phases of 1) enumerating, 2) focusing, and 3) interrelating the children's recognition of music in the scene of criticism. It also showed that the criticism developed by the interaction of the recognition of "the content" and of "the form"of music based on pleasant or unpleasant feeling. Further verification on the framework of analysis for the utterance is needed in different situations.

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The purpose of this study was to examine how the students developed their image according to the sound made by bamboo in the Creative Making Music(CMM) class. The teaching-learning plan of CMM was carried out in the first grade class of Kamikatsu Junior High School. This is the first time CMM was utilized in this class. The main results were as follows: 1. The students formed their images when they felt the musical meaning; the connection between their own sound and the sound made by others, through the interaction with sound materials. 2. After the whole image was formed by the students, it was divided into sections and became clearer and more detailed. This is called the articulation of the image. 3. After the articulation of the image, "the Musical Rule", which was created by the students at the first stage of the class, became complicated and elaborate with the modification and development.

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The purpose of this study was to develop the methods for teaching the original vocalization according the style of vocal music. The procedure was the following: to plan and try the experimental teaching-learning process in the 1st-grade music class, Ikeda Junior High School, to analyze it, and to examine the validity of the plan. In the experimental music class, "Kokiriko-Bushi" was the subject-matter. The result of analysis showed that the students could develop the perception and reaction to the characteristics and expressiveness of the original vocalization of "Kokiriko-Bushi". Thus the validity of the experimental methods was proven.

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The purpose of this paper was to verify the efficiency of canons at lessons of chorus in music classes for senior high school students. The hypothesis of this paper was that the subject of canons were efficient in developing the ability of the cognition of voice in chorus. The author analyzed the teacher's observations, the performance of chorus by the recording data, and the questionnaire. Thus she found that the subject of canons was efficient not only in the cognition of voice but also in acquiring of the skills of performance of chorus with pleasure and in developing the social ability.

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The purpose of this study is to clarify the conditions to form communication among teachers and students in expressive activity. For this puorpose the activity of making movements in groups was done by the students of a senior high school for intellectually disabled children, and I analyzed and considered from these stand points of view: 1. Who worked on whom? 2. What did the student intend? 3. What kind of media was used in such cases? 4. How did he/she work to the others? 5. How did the other member' s reaction change? The research lead the following conditions. 1. To be aware of the other's presence. 2. To have his/her own image. 3. To know how to convey the image. 4. To share the image with members. In order to form communication, teacher's help, the activity of imitation and making up a story played an important role.

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