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学校音楽教育における伝統音楽の導入についての考察 －中国、アメリカ、イギリスの事例を通して－
http://hdl.handle.net/10105/9048
http://hdl.handle.net/10105/904875bb5474-043c-4e99-ac3a-50c81a75e9c8
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
NUE61_1_155-161.pdf (377.2 kB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
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| 公開日 | 2013-12-19 | |||||||||
| タイトル | ||||||||||
| タイトル | 学校音楽教育における伝統音楽の導入についての考察 －中国、アメリカ、イギリスの事例を通して－ | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 主題 | 多文化的音楽教育, 伝統音楽, 文化のメンテナンス, multicultural music education, traditionalmusic, cultural maintenance, ETYP：教育関連論文 | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 著者 |
劉, 麟玉
× 劉, 麟玉
× リース, ヘレン
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| 著者別名 | ||||||||||
| 姓名 | Liou, Lin-Yu | |||||||||
| 著者別名 | ||||||||||
| 姓名 | Rees, Helen | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | Japanese government guidelines established between 1947 and 2008 refer to the teaching in schools of Japanese traditional music as well as foreign music. 1950s guidelines focused principally on Western music, plus a few Japanese traditional songs; those from the 1990s require performance on Japanese instruments and of other countries' folk music. However, public school music teachers have only been trained at university in Western music. Therefore, the question arises as to how they can teach Japanese music and non-Western music styles in their classes. In this article, by way of comparison, we introduce case-studies from three other countries that are also looking for ways to incorporate traditional musics into their K-12 school systems: China, the United States and Britain. We ask what educators are trying to do in these countries, why they are doing it, what methods they are using, and what the outcomes of the longer-running initiatives have been. In China, the country's recent embrace of intangible cultural heritage preservation has encouraged some rural elementary schools to run classes in local performing arts to try to stem their disappearance. In the United States and Britain, ever-increasing ethnic diversity has led school authorities to introduce lessons in the musical traditions of major immigrant populations, notably Mexican-derived mariachi in the American southwest and Indian classical music in major British cities. Still ongoing after two, three or more decades, these schemes aim to foster ethnic pride, improve academic performance, and increase appreciation of different cultures, but have to overcome significant structural obstacles to the hiring of appropriate teachers. Other examples include the use of traditional and contemporary Mohawk (Native American) music to help Mohawk children maintain their language and cultural identity; and the introduction of Javanese gamelan into British school curricula, arts education programmes, and even prisons since the early 1990s. | |||||||||
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学 巻 61, 号 1, p. 155-161, 発行日 2012-11-30 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 05472393 | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AN00181081 | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| その他のタイトル | ||||||||||
| その他のタイトル | Traditional Music in Public Schools: Examples from China, the United States, and Britain | |||||||||
| 出版者 | ||||||||||
| 出版者 | 奈良教育大学 | |||||||||
