音楽科における異文化理解実践の系譜と課題

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  • オンガクカ ニ オケル イブンカ リカイ ジッセン ノ ケイフ ト カダイ

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Following the trend toward internationalization, music lessons for cross-cultural understanding in schools have been increasing since the mid 1990's. In these lessons, the goal is mostly to learn some characteristics of musical elements as well as context of ethnic music in Japan and other countries.This paper discusses previous researches which were published after 1990 in order to clarify features of theories and practices of music lesson for cross-cultural understanding. As a result of this discussion, the following four issues can be pointed out regarding theories and practices: (1) although music educators set a goal to understanding cultural contexts, there is lack of theory regarding how to teach about other cultures; (2) music educators tend to use mostly traditional music as their material and not teach contemporary ethnic music such as world music learn music dividing our music and other music which is traditional Japanese music and music of other countries. It is necessary to define what is our music or others music in Japanese and world beat; (3) in some cases children are taught separate our music from the music of others, for example Japanese music and music from other countries. It is necessary to define what is our music or others' music in Japanese school classroom; (4) the limitations of the concept of cultural relativism as a base upon which many theories and practices have been founded.In order to improve the issues outlined above, this paper suggests an idea of music lessons for cross-cultural understanding using the networking theory which has been observed as the social movement after the 1980's. The character of this idea is that people can recognize others as partners to create new culture in the process interacting with others of different cultures. The networking theory holds the possibility to make music lesson for cross-cultural understanding.

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