Osaka Kyoiku University Researcher Information
日本語 | English
研究者業績
基本情報
- 所属
- 大阪教育大学 表現活動教育系 准教授
- 学位
- 修士(教育学)(大阪教育大学)博士(学校教育学)(兵庫教育大学)
- 連絡先
- yoshiecc.osaka-kyoiku.ac.jp
- 研究者番号
- 50613668
- J-GLOBAL ID
- 201801000138130949
- researchmap会員ID
- B000345943
研究キーワード
1経歴
4-
2016年4月 - 現在
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2011年4月 - 2016年3月
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2004年4月 - 2011年3月
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1994年4月 - 2004年3月
学歴
3-
2011年4月 - 2012年9月
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2008年4月 - 2010年3月
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1990年4月 - 1994年3月
委員歴
3-
2023年4月 - 現在
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2012年4月 - 2022年3月
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2010年12月 - 2012年3月
受賞
1論文
21-
学校音楽教育研究 9 51-61 2015年3月 査読有りThe purpose of this study is to clarify the characteristics of the shared meaning as seen in "Music Critical Note-making" appreciation classes by focusing on the function of figurative representation used by students. Research methods are as follows: 1) Organization of previous research and documents concerning figurative representation and processes through which meaning is shared (based on John Dewey's theory of communication) in order to obtain a logical viewpoint for conducting practical analysis. 2) Analysis of processes through which musical meaning is shared through figurative representation in "Music Critical Note-making" appreciation classes. 3) Clarification of the function of figurative representation in processes through which meaning is shared based on the results of analysis. In the process of working towards the sharing of meaning, the results of this study showed, first of all, that music to be shared is predicted and specified through figurative representation and that, consequently, feelings, which are a quality of music, are being shared. Next, the study showed that, if children focus their attention on the predicted or specified part of the music, their awareness is directed not only to feelings that are aspects of substance of that part of the music, but also to aspect of form, which is a condition for engendering feelings. It can be said that, within this, onomatopoeia functions as an expression of unified sensitivity to aspect of substance and perception of aspect of form. According to the above, the characteristic of sharing of meaning is focused on the function of figurative representation in appreciation class of "Music Critical Note-making." Recall the feeling that figurative representation generated in the process occurs in the situation of the interaction between children and music. In figurative representation, onomatopoeia in particular, as an expression of unified sensitivity to aspect of substance and the perception of aspect of form, functions when the awareness of children is directed to the aspect of form of music, which is a condition for engendering feelings.
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学校音楽教育研究 18 25-35 2014年3月 査読有りThe purpose of this study is to clarify the characteristics of sharing meaning through sympathy in "Graphic Score Making" appreciation classes by focusing on figurative representation used by students. In order to do this, first of all, we conducted research into documents concerning the relationship between figurative representation and sympathy and sharing meaning, and obtained a theoretical point of view for practical analysis. Next, by analyzing the relationship between the figurative representation used by students and sympathy in "Graphic Score Making" appreciation classes, we clarified the characteristics of sharing meaning through sympathy. The research results derived the following characteristics of sharing meaning through sympathy in "Graphic Score Making" appreciation classes when focusing on figurative representation. In "Graphic Score Making" appreciation classes, since the "vehicle" of figurative representation used there expresses the quality of the life phenomenon which everyone has experienced, since it is easy to understand although it also becomes bored about the mutual relation between "tenor" and "ground" from "vehicle", sympathy takes place easily, and students can share meaning along with comprehension and actual feeling.
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学校音楽教育研究 17 196-197 2013年
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学校音楽教育研究 16 166-167 2012年
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学校音楽教育研究 15 23-35 2011年3月 査読有りThe objective of this research is to clarify, via educational practice research methods, the logic involved in the problem-solving process of children in music making lessons perceived as artistic inquiry based on the theory of inquiry by John Dewey. First, the logical framework of artistic inquiry has been derived from Dewey's works. Next, based on the derived framework, a music making lesson perceived as artistic inquiry has been planned and carried out, and the methods used by children to resolve problems have been analyzed. The following has been identified from this research as the logic of problem-solving process of children in music making lessons perceived as artistic inquiry. Problems result from the transformation of the situation brought about by the gap between the sound which children conceptualize and the actual resulting sound. Children create a musical work by manipulating musical elements in order to resolve these problems and arrive at the determinate situation. Articulation of image occurs through this process, and the gap between the new concept and the actual resulting sound creates further transformation of the situation. Children complete a musical work by repeating this process, resolving problems and arriving at the determinate situation.
MISC
8-
学校音楽教育研究 : 日本学校音楽教育実践学会紀要 16 281-281 2012年3月31日
書籍等出版物
11講演・口頭発表等
22担当経験のある科目(授業)
4-
音楽 (椙山女学園大学)
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音楽教育学Ⅰ (大阪教育大学)
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中等音楽科教育法Ⅰ・Ⅱ・Ⅳ (大阪教育大学)
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初等音楽科教育法 (大阪教育大学)
所属学協会
5Works(作品等)
1共同研究・競争的資金等の研究課題
2-
日本学術振興会 科学研究費助成事業 2020年4月 - 2023年3月
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日本学術振興会 科学研究費助成事業 2010年4月 - 2011年3月