音楽科教育における評価の観点に関する考察 : 歴史的検討と今後の課題

• 小山 真紀

書誌事項

タイトル別名

• A Study of "Viewpoint" in the Evaluation of School Music Education : Historical Survey and a Presentation

抄録

I have presented the following issues in research on evaluation in music education. 1. There is a prevailing preconception that evaluation in music education is difficult. 2. Discussion of such evaluation has been limited to whether objectivity is the primary aim, or whether objectivity is actually possible. Consequently, the learner's point of view has not been taken into consideration. 3. There is no limit to the uses of evaluation. Therefore it has been difficult to pinpoint discussion on specific topics. 4. The concept of "viewpoint" and the methods of evaluation have yet to be clearly defined. In other publications I have referred to the first three points. The present essay will concentrate on the concept of "viewpoint" in educational evaluation. Here "viewpoint" is defined not only in terms of the rating of educational objectives, but also means how music education as a whole can be divided into separate areas and aspects in a comprehensive manner. A study of "viewpoint" means examining the structure of music education courses and the concepts of ability. Furthermore it presupposes that the importance of evaluation of the "viewpoint" is equal to the necessity of education about the "point viewed". In other words, "what is to be evaluated" reflects on "what is to be taught". The purpose of this essay is to examine what "viewpoint" should be held in school music education. Methods used in the research of "viewpoints" were divided into two categories.: 1. Experience-area related. (E category) 2. Concepts of ability related. (C category) The "E category" contains such elements as musical appreciation, singing, playing an instrument and so on. The "C category" contains elements such as attitude, musical knowledge and technical skill. Research materials were taken from studies written on evaluation in music education since 1945. Information has been recorded in chronological order and can therefore be divided into three periods. Period 1 (1945-1965): The rating of educational objectives in Japanese school education began in this period. "Viewpoints" of evaluation in this period were mainly in the "E category". These were easily defined and understood. Consequently these were easily adopted by teachers with no previous experience in evaluation techniques. In practical terms, "viewpoint" was divided into "appreciation", "expression" and "understanding" during this period. In the 1950s, the "C category" viewpoint began to be advocated. Period 2 (1965-1979): The cumulative record summary continued to concentrate on the "E category" although there was also a noted shift among researchers toward the "C category". These concepts are abstract and difficult to grasp. However, one advantage of this category is that the evaluator can consider the differences between abilities even in detailed analysis of the evaluated subject. During this period, the concepts of "musical sense" and "motor skills" were added to the first period concepts. Other additions were "creativity" and "musicality". Period 3 (1980-present): This period saw another shift in the cumulative record summary toward the "C category". In the 1980s, research was influenced by the "taxonomy of educational objectives". Because of the expanded definition of evaluation, elements such as "learning ability", "discrimination", "musical ingenuity of reception and expression", "concern" and "volition" were also added. In order to implement evaluation of educational objectives effectively, we need to define the "C category" viewpoint further, since it still remains abstract. Further study is necessary to change this situation. The following points should be considered: 1. Independence: In the evaluation of educational objectives, it is necessary to maintain a certain distance from other "viewpoints". 2. Entirety: It is necessary to include all aspects of music ability. 3. Clarity from the learner's point of view: "Viewpoints" have to be clear to both learners and teachers, because evaluation is positive information in both the learning and teaching process. More study is required into "viewpoints" in order to resolve the above problems.

収録刊行物

• 東京藝術大学音楽学部紀要

  東京藝術大学音楽学部紀要 20 A37-A52, 1994

  東京芸術大学

詳細情報

• CRID: 1572261551881484160
• NII論文ID: 110004872506
• NII書誌ID: AN1006594X
• ISSN: 09148787
• 本文言語コード: ja
• データソース種別:
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