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Please use this identifier to cite or link to this item: http://hdl.handle.net/11173/899

Title: 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
Other Titles: Effect of submitting self-made videos in piano playing and singing practicing for preschool teacher education
Authors: 深見, 友紀子
FUKAMI, Yukiko
中平, 勝子
NAKAHIRA, Katsuko T.
赤羽, 美希
AKAHANE, Miki
Keywords: ピアノレッスン
ブレンデッド・ラーニング
eラーニング
非対面式指導
技能開発
Issue Date: 8-Feb-2008
Publisher: 京都女子大学発達教育学部
Abstract: 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.
URI: http://hdl.handle.net/11173/899
Appears in Collections:第04号(2008-02-08)

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