Music learning process of popular music learners : Implications for school music education

流行音乐学习者的音乐学习过程：对学校音乐教育的启示

基本信息

批准号：
16530583
负责人：
SUGIE Yoshiko
金额：
$ 0.9万
依托单位：
Shiga University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2004
资助国家：
日本
起止时间：
2004 至 2005
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-16530583/
关键词：
popular music learning popular music band copying listening ability of reading music music learning method school music culture

项目摘要

Music educators in school have had a strong concern about how school music education is related to everyday musical life of young people. As a solution of the problem, popular music or "semi"-popular music has been introduced into school music classes, because popular music is regarded as the most amusing music for young people in everyday life. However, difference and conflict between school music class and everyday musical life of young people is not only in teaching materials (What), but also in way of music learning and understanding (How).According to previous studies, copying after pieces of recording music through listening is an indispensable way to catch the music for popular music learners and professionals. "Listening" and "imitation" is likely to be more important way of learning of popular music than reading notation that is in common use in school music class. Therefore, this study focuses on the music learning process of a young amateur popular music band. Observations and video recordings of their practice process were conducted in order to analyze. In addition, unstructured interviews with the members were conducted, watching on the playback video together.All of the members of this band thought that listening to the recording model was more effective in catching the music than reading notation of musical score, although their ability of reading notation was various. They also concentrated on listening to their own performance during practice, and they discussed and suggested ideas of how to correct errors, what expression and what stage effects should be chosen. There are several implications for school music education in their practice process. These points were discussed, using the concepts of <Classification> and <Framing> by Basil Bernstein's sociological theory of pedagogy.

学校的音乐教育者对学校音乐教育如何与年轻人的日常音乐生活有关。为了解决问题的解决方案，流行音乐或“半人”音乐已被引入学校音乐课，因为流行音乐被认为是日常生活中年轻人最有趣的音乐。但是，学校音乐课和年轻人的日常音乐生活之间的差异和冲突不仅在教学（什么）中，而且还以音乐学习和理解的方式（如何）遵守以前的学习，通过聆听来复制录制音乐之后是一种必不可少的方式来吸引音乐的音乐学习者和专业人士和专业人士。 “听”和“模仿”可能是学习流行音乐的重要方法，而不是阅读在学校音乐课上使用的符号。因此，本研究的重点是年轻的业余音乐乐队的音乐学习过程。为了分析，进行了对其实践过程的观察和视频记录。此外，对成员进行了非结构化的访谈，一起观看了播放视频。该乐队的所有成员都认为，聆听录音模型在捕捉音乐方面比阅读音乐乐谱的符号更有效，尽管他们的阅读能力是各种各样的。他们还专注于在练习期间聆听自己的表现，并讨论并提出了有关如何纠正错误，应选择什么表达和阶段效应的想法。在他们的练习过程中，学校音乐教育有几种影响。利用罗勒·伯恩斯坦（Basil Bernstein）的教学法社会学理论的<分类>和<framing>的概念讨论了这些观点。