【教】⑮長島真人先生【本文】／【教】⑮長島真人先生【本文】

Similar documents

05[ ]櫻井・小川(責)岩.indd

Bull. of Nippon Sport Sci. Univ. 47 (1) Devising musical expression in teaching methods for elementary music An attempt at shared teaching

FUJII, M. and KOSAKA, M. 2. J J [7] Fig. 1 J Fig. 2: Motivation and Skill improvement Model of J Orchestra Fig. 1: Motivating factors for a

lagged behind social progress. During the wartime Chonaikai did cooperate with military activities. But it was not Chonaikai alone that cooperated. Al

41 1. 初めに ) The National Theatre of the Deaf 1980

„h‹¤.05.07

鹿大広報146号

外国文学論集14号.indd

< F909D96EC2091E633358D862E696E6462>

<8D918DDB926E88E68CA48B86985F8F572D8D8791CC2E696E6462>

08教育内容開発コース 2014.indd

CONTENTS Public relations brochure of Higashikawa September No.755 2

鹿大広報149号

Core Ethics Vol.

Kyoto University * Filipino Students in Japan and International Relations in the 1930s: An Aspect of Soft Power Policies in Imperial Japan

Core Ethics Vol. -

16_.....E...._.I.v2006

01_梅村佳代_紀要_2007最終

) 2) , , ) 1 2 Q1 / Q2 Q Q4 /// Q5 Q6 3,4 Q7 5, Q8 HP Q9 Q10 13 Q11

社会学部紀要　１１９号☆／表紙（１１９）

PURNAMAWATI The Japanese soldiers who remained in Indonesia after WWII were stigmatized in post-war Japan as fugitives and in Indonesia were seen as t

評論・社会科学　８４号（よこ）（Ｐ）／３．金子

Core Ethics Vol.

05_藤田先生_責

日中間のコミュニケーション・ギャップ考（１）

04_奥田順也.indd

) ,100 40% 21 2) 1 3) 1) 2) 21 4

駒田朋子.indd

Appropriate Disaster Preparedness Education in Classrooms According to Students Grade, from Kindergarten through High School Contrivance of an Educati

前6世紀後半のアテナイ芸術におけるテセウス表現の変化とその背景

(3) 1. 記録されたトラウマ襲いかかる記憶

{.w._.p7_.....\.. (Page 6)

A pp CALL College Life CD-ROM Development of CD-ROM English Teaching Materials, College Life Series, for Improving English Communica

【生】④木原資裕先生【本文】／【生】④木原資裕先生【本文】

社会システム研究25_ 楊.indd

日本国憲法における「社会福祉」

07_高平小百合.indd

関西における地域銀行について

IR0036_62-3.indb

先端社会研究所紀要　第１１号☆／３．李

On Sapir's Principles of Historical Linguistics (I) An Interpretation on Sapir's View of Language Contact Nobuharu MIWA Abstract This paper is an atte

e.g., Mahoney, Vandell, Simpkins, & Zarrett, Bohnert, Fredricks, & Randall2010 breadth intensitydurationengagement e.g., Mahone

\615L\625\761\621\745\615\750\617\743\623\6075\614\616\615\606.PS

Juntendo Medical Journal

Kwassui Women's College

Core Ethics Vol. Epstein, CI CI CI CI CI CI CI CI Epstein, CI CI CI CI CI CI CI CI CI CI Schindler, CI CI CI CI NIH CI Finn FDA / M CI N CI N / M, CI

The Meaning of the Activation of TV Programs on Japanese Domestic Politics in s Katsuyuki YAKUSHIJI Makoto YAMASHITA 1 はじめに : NHK 41

CONTENTS Public relations brochure of Higashikawa May No.751 2

Diversified Radios and the Future Prospects Naoko OTANI Makoto YAMASHITA IP V-Low VHF MHz NHK 83

NINJAL Research Papers No.8

21 Effects of background stimuli by changing speed color matching color stimulus

スポーツ教育学研究（2016. Vol.36, No2 pp.15-30）

大学における原価計算教育の現状と課題

11 The raeders column as the magazines fan were involved in the magazines after few years. that was publissed was affected by New education systmes, m

Core Ethics Vol. : - : : : -

48(1) 03 Šł.ec6

CONTENTS Public relations brochure of Higashikawa February No.748 2

Phonetic Perception and Phonemic Percepition

Transcription:

CD CD

CD

CD CD

pp pp pp p p p p p pp PP p pp pp pp p

Characteristics and Potentialities of the School Song Ware Wa Uminoko : Based on an Analysis and an Interpretation of the Song as a Music Teaching Material NAGASHIMA Makoto (Keywords : School Song, Song as a Teaching Material, Ware Wa Uminoko ) The school song Ware Wa Uminoko (I am a son of the sea) recommended by Monbu syo (Ministry of Education) has been sung for a long time. When this song was introduced into the music textbook for elementary school children, the lyric of this song had seven stanzas. These stanzas described the life style of boys who were born in the homeland surrounded bythe sea, were culturally interacting with people from other countries through the see, and were defending their own country. During World War II, this song was arranged and sung as a military song. After the war, the original lyric of the song was arranged again so that the only first three stanzas has remained, and then, this song has got another meaning. In this paper, I will discuss historical background of this song, and clarify the significance of this song as a contemporary school music teaching material. And then, I will explain that this song is effective teaching material for elementary school children to appreciate beautiful sound of the literary style of Japanese language, to imagine beautiful Japanese landscape, and to improve their singing skill.