Shifts in Viewpoints and Acquisition of Skills by Pupils in Rhythmic Dance Classes: Focusing on the Learning Process of Lower Grade Elementary School Students in Rhythmic Play Classes

本研究の目的は，リズム系ダンス授業において想定した学びの深化過程モデルに依拠した実践を行い，授業内での認知活動とそれに対応する技能の習得との関係を明らかにすることであった。研究の結果，1）単元を通じてリズムに乗ってへそを弾ませて踊ることについての技能が向上すること，2）児童同士がよい動きを共通理解することによって，着目する身体部位は焦点化され，3）他者とかかわりながら踊ることにより，ダンスの技能の習得に加えて，空間の変化や人とのかかわりを試行しながら創造的表現を生成する姿が確認された。これらの結果について，探求型のリズム系ダンスの授業を構想するために必要な児童の動きとそれに関連する認知との同期の実際を明らかにし，適切な教育的介入の必要性を論じた。This study aimed to confirm the processes of skill acquisition and cognitive activity during creative learning by lower grade elementary school students engaged in rhythmic dance classes. A model of the process of deeper learning was used as a basis. The following results were obtained: (1) The students’ skills were improved by bouncing the navel and dancing rhythmically throughout the teaching unit; (2) By shared understanding of what good movement is, pupils could focus on certain parts of the body; and (3) By attempting an assignment that required each student to dance while interacting with others, the pupils learned dance skills and, additionally, produced creative expressions while envisioning spatial changes and the interaction with others; these were new frameworks for them. These results showed that there was synchronism of the pupils’ movement and their associated cognition. This is important when planning exploratory rhythmic dance classes. Additionally, I discuss the necessity for adequate educational intervention