ABSTRACT

This study aims to explore the long-term impacts of primary music education in a progressive school in Tokyo where cooperative learning, democratic decision making, and mutual sharing of interests and purposes by students form the pedagogical basis. Establishing a causal relationship between music learning and its impact in later life is a challenging task, due to many confounding factors. Rather than looking for measurable effects, this study draws on students’ retrospective self-accounts. Although the latter may be viewed as less reliable, it possesses the benefit of allowing the students to assess what they consider to be the true value of their education. Positing that retrospective accounts can form the focus of a long-term impact study, this research targeted former sixth-grade students who became university students ten years later. While at primary school, they were actively involved in music making. A decade on, they were asked to reflect on their primary school music learning experiences. Based on their, and their teachers’, self-accounts, the research explored what they had learned in their music classes and how they valued their learning experiences.

抽象的

这项研究旨在探讨东京一所先进学校中小学音乐教育的长期影响，该学校的合作学习，民主决策以及学生之间的共同利益和目的共享是教学的基础。由于许多混杂因素，在音乐学习及其对以后生活的影响之间建立因果关系是一项艰巨的任务。这项研究没有寻找可衡量的影响，而是借鉴了学生的回顾性自我账目。尽管后者可能被认为不太可靠，但它具有让学生评估他们认为真正的教育价值的好处。由于追溯性账目可以成为长期影响研究的重点，这项研究针对的是十年后成为大学学生的前六年级学生。在小学时，他们积极参与音乐创作。十年后，他们被要求反思他们小学音乐学习的经历。基于他们和他们老师的自我帐目，这项研究探索了他们在音乐课上学到的东西以及他们如何评价他们的学习经验。