http://hdl.handle.net/11173/524 2008-02-08 Mon, 09 Feb 2026 22:46:59 GMT 2026-02-09T22:46:59Z http://hdl.handle.net/11173/900 タイトル: 保育者養成における人形劇の活用 : 丹下進の人形劇指導 著者: 米谷, 淳; MAIYA, Kiyoshi; 棚橋, 美代子; TANAHASHI, Miyoko; 向平, 知絵; MUKAIHIRA, Chie 抄録: Nowadays, a lot of nursery nurse schools subject their students to produce and play puppet theater play in kindergartens in their curriculum. However, nursery nurse schools which adopt professional puppet players to teach their students how to play it, although there may be lots of important meanings in their teaching. The purpose of this study was to investigate into the meanings and the effectiveness of leaning puppet theater play from an experienced professional puppet player in training of child-care specialists. The interview was conducted to a famous puppet play player, director, and teacher, Mr. Susumu Tange (Musubi Za) in order to study his theory on puppet play, child development, and performance arts. As the results of qualitative analysis of Mr. Tange's talk, it was indicated that he owed his theory mainly from a famous Child developmental Psychologist, Takashi Inui who wrote many books about puppet play on the basis of his experiences as an amateur puppet player. After Inui, Mr. Tange thinks that puppet play is better than drama play in developing sentiment and social skills of young children. Mr. Tange also accents on empathy of puppet player to perceive children's feeling and their inner speech in watching puppet play as well as timely action of puppet player to children. After writings of students who were directly and indirectly taught puppet play by Mr. Tange were analyzed, it was suggested that the synergy of Mr. Tange's teaching and doing by learning training program of puppet play might have occurred in performing puppet theater play in front of sick children in hospitals. The writing indicated that the students participated in the practice could learn deeply the meaning of puppet play for children, growing as a man and being motivated into further learning of child-care as well as puppet play. It was concluded that learning from puppet play from experienced professional puppet player is much more meaningful than only doing by learning program of producing puppet play and play it in kindergarten in a group. Thu, 07 Feb 2008 15:00:00 GMT http://hdl.handle.net/11173/900 2008-02-07T15:00:00Z http://hdl.handle.net/11173/897 タイトル: 表紙ほか Thu, 07 Feb 2008 15:00:00 GMT http://hdl.handle.net/11173/897 2008-02-07T15:00:00Z http://hdl.handle.net/11173/898 タイトル: 沖縄県本部町東のエイサー 著者: 小林, 公江; KOBAYASHI, Kimie; 小林, 幸男; KOBAYASHI, Yukio Thu, 07 Feb 2008 15:00:00 GMT http://hdl.handle.net/11173/898 2008-02-07T15:00:00Z http://hdl.handle.net/11173/899 タイトル: ピアノ弾き歌い実技指導における練習映像提出併用の効果 著者: 深見, 友紀子; FUKAMI, Yukiko; 中平, 勝子; NAKAHIRA, Katsuko T.; 赤羽, 美希; AKAHANE, Miki 抄録: 2006・2007年の2ヵ年にわたって,対面式授業(レッスン)の時間数の不足を補うため,100名余の学生に自身のピアノ弾き歌い演奏の練習成果を録画・提出させた。その結果,演奏映像を提出するという行為は,ピアノ実技能力の向上に一定の効果があり,自己研鐙へのモチベーションを持たせることにも有効であるという結論に達した。; This paper reports on the teaching of piano playing and singing, conducted over two years (FY2006 to FY2007). In order to compensate for the shortage in time available for face-to-face tuition, the Department of Pedology, Faculty of Human Development and Education, Kyoto Women's University, required one hundred or so students to practice piano playing / singing, to record the performance they had achieved through practice, and to submit the recorded video. After reviewing the trial conducted in FY2006, we changed the method of evaluating the recorded videos in the following two ways for FY2007: (1) Submission of the video no longer adds to the student's grade points, a change intended to signal that the submission is only a part of voluntary training. (2) Students were given opportunities to watch a model performance. As a result of (1), FY2007 saw a clearer correlation between the number of video submissions and the scores of performance tests than FY2006. Namely, the results suggest that a greater number of submissions by each student tended to lead to an increase in the average score in the end-of-term performance tests. This indicates that the submission of videos recording students' accomplishment motivates students to practice hard to improve their skill in performing, and effectively compensates for a shortage in the conventional face-to-face training of piano playing / singing. The opportunities mentioned in point (2) resulted in a favorable change in student's performance, particularly in playing those pieces that demand a rich expression of emotion. We find it possible to postulate that watching a model performance enables students to understand the required manner of playing on their own without being given explicit teaching. However, this hypothesis will require further analysis and verification. Thu, 07 Feb 2008 15:00:00 GMT http://hdl.handle.net/11173/899 2008-02-07T15:00:00Z