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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.

学校音乐教育工作者对学校音乐教育如何与青少年的日常音乐生活相联系有着强烈的关注。为了解决这个问题，流行音乐或“半”流行音乐已被引入学校音乐课，因为流行音乐被认为是年轻人日常生活中最有趣的音乐。然而，学校音乐课堂与青少年日常音乐生活的差异和冲突，不仅体现在教材上（What），也体现在音乐学习和理解的方式上（How）。根据以往的研究，对于流行音乐学习者和专业人士来说，通过听来模仿录音音乐是一种必不可少的方法。“听”和“模仿”可能是学习流行音乐的更重要的方式，而不是在学校音乐课上常用的阅读乐谱。因此，本研究聚焦于一个年轻的业余流行乐队的音乐学习过程。对他们的练习过程进行了观察和录像，以便分析。此外，对成员进行了非结构化访谈，一起观看了回放视频。这个乐队的所有成员都认为听录音模型比读乐谱更有效地捕捉音乐，尽管他们读乐谱的能力各不相同。他们还在练习中专注于听自己的表演，并讨论和建议如何纠正错误，应该选择什么样的表达方式和舞台效果。在实践过程中，对学校音乐教育有几点启示。本文运用巴兹尔·伯恩斯坦（Basil Bernstein）社会学教育学理论中的“分类”（Classification）和“框架”（Framing）概念对这些问题进行了讨论。