@article{oai:juen.repo.nii.ac.jp:00006823,
 author = {尾崎, 祐司 and OZAKI, Yûji},
 journal = {上越教育大学教職大学院研究紀要 = Bulletin of Teaching Profession Graduate School Joetsu University of Education},
 month = {Feb},
 note = {この研究では，発達障害等の「二次障害」として不登校経験のある高校生に芸術科＜音楽＞の授業を行う際，特別支援教育の教育課程における「自立活動」の観点を取り入れた実践を行い，その教育的な効果と原理について考察した。授業内容はエレクトリックギターを使ったバンド活動で，「心理的な安定」「人間関係の形成」に重点をおいた音楽学習を展開した。具体的にはアンサンブルの活動を重視し，演奏する曲等について「話し合う場面」「批評しあう場面」「相手の意見を尊重する場面」などを設けた。授業に参加できるよう生徒の心理状態に配慮した結果，生徒は演奏する曲の質について批評し合えるようになるなど音楽学習の教育的効果が顕著に表れた。, When the writer taught the music to high school students who had experienced school refusal for a developmentally disabled “second obstacle”, I performed the practice that took in a point of view of “Independence activity” of the curriculum of the special support education, and, as for the writer, I studied the educational effect and principle of this class. The class contents were band activity using the electric guitar, and the writer developed the music learning that put important points for the “psychological stability” “formation of human relations”. Specifically, in the class, the writer set a lot of scenes “respected the opinion of the partner” “criticized each other’s performances” “talked” about the music that they played. As a result that the writer considered their psychological condition so that they participated in a class, the students came to criticize it about quality of the music to play, and an educational effect of the music learning appeared conspicuously.},
 pages = {117--127},
 title = {不登校経験のある高校生への音楽学習 : 「自立活動」の観点で構成した器楽学習},
 volume = {2},
 year = {2015},
 yomi = {オザキ, ユウジ}
}