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音楽科教師の音楽の言語化におけるメタファー表現 : 音楽に対する認知と言語表現の関係性
https://doi.org/10.15027/0002040827
https://doi.org/10.15027/00020408274d0852c7-c45c-4feb-80f0-a7476789e715
| 名前 / ファイル | ライセンス | アクション |
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MusicCultEduc_37_23.pdf (969 KB)
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| Item type | デフォルト(1) | |||||||||
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| 公開日 | 2025-07-22 | |||||||||
| タイトル | ||||||||||
| タイトル | 音楽科教師の音楽の言語化におけるメタファー表現 : 音楽に対する認知と言語表現の関係性 | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Metaphors in Music Teachers’ Verbalization of Music: The Relationship Between Cognition and Verbal Expression of Music | |||||||||
| 言語 | en | |||||||||
| 作成者 |
北村, 慎祐
× 北村, 慎祐
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| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 内容記述 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | This study analyzes the use of metaphors in the verbalization of music by middle and high school music teachers. Language plays a crucial role in deepening music understanding and learning, and the use of metaphor is particularly significant in the cognitive process of concretizing abstract musical experiences. In this study, four music teachers listened to three musical pieces while verbalizing their impressions, and their speech was analyzed using Seto’s (1995) classification of metaphors. The findings reveal a frequent use of spatial metaphors, motion metaphors, and sensory metaphors, suggesting that musical perception is closely linked to spatial and bodily experiences. Additionally, teachers’ backgrounds and areas of expertise influenced their choice of metaphors, highlighting individual differences in how music is verbalized. Furthermore, this study discusses how verbalizing music is not merely a descriptive act but an interactive process with cognitive frameworks. In relation to critiques of logocentrism in music education, this research argues for a reassessment of musical verbalization—not as a reduction of musical experience but as a cognitive tool that aids in structuring and deepening musical understanding. Instead of dismissing language in music education, the study suggests that selecting appropriate metaphors, aligned with cognitive processes, can enhance students’ engagement with and comprehension of music. These findings provide new perspectives on the role of language in music education and offer pedagogical implications for fostering deeper musical understanding through cognitively grounded verbalization strategies. | |||||||||
| 言語 | en | |||||||||
| 出版者 | ||||||||||
| 出版者 | 広島大学大学院人間社会科学研究科音楽文化教育学領域 | |||||||||
| 言語 | ja | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.15027/0002040827 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 書誌情報 |
ja : 音楽文化教育学研究紀要 en : Bulletin of music culture education 号 37, p. 23-32, ページ数 10, 発行日 2025-03-23 |
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| 見出し | ||||||||||
| 大見出し | 論文 | |||||||||
| 言語 | ja | |||||||||
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| 大見出し | Articles | |||||||||
| 言語 | en | |||||||||
