| 作成者 |
|
| 本文言語 |
|
| 出版者 |
|
|
|
| 発行日 |
|
| 収録物名 |
|
| 巻 |
|
| 開始ページ |
|
| 終了ページ |
|
| 出版タイプ |
|
| アクセス権 |
|
| JaLC DOI |
|
| 関連DOI |
|
|
|
|
|
| 関連URI |
|
|
|
|
|
| 関連情報 |
|
|
|
|
|
| 概要 |
In “special education,” pupils with various needs of support encounter many occasions to be put together for education in the same classroom. The imminent educational issue is: How can we improve the ...communication abilities of the pupils with different personalities, who have or who don’t have disabilities, so that they will be able to construct a society of co-existence? With that in mind, I would like to verify the effectiveness of the Body Percussion Education(Rhythmic Physical Performances)as an enjoyable and educational communication method in special education (education in schools for with hearing difficulties and in schools for physically handicapped or mentally challenged children). I would like to prove its effectiveness among all kinds of pupils including those with normal healthy bodies. The body percussion education started when I, as a primary school teacher, suggested a class activity that would bring a pupil who had trouble making friends with other pupils to the center. It was intended to improve their communication abilities. What kind of communication abilities do the pupils have? They include the abilities to convey one’s feelings not only in voiced or written words but also in expressions of the face, in the tones of the voice, in gestures and movements of the body. The concrete elements in this activity includes, in addition to voicing words, clapping hands, beating one’s stomach, hitting the knee, stomping one’s feet, jumping, beating one’s hips. Beating one’s various parts of the body and making sounds and movements becomes a expression that can be performed together in groups and with all members of the activity. Improvised ensemble(various combinations of physical expression)can be coordinated. These are done in the body percussion activity. Mr. Osamu Yaosaka, member of the Central Education Deliberative Council and professor at Kyushu University, has stated “Considering communication, sensitivity and emotion,(pupils)convey their messages to others through physical expressions(ex. body percussion),” and considers body percussion as a physical expression that enhances communication abilities. In considering this subject with special education, first, I would like to write about the importance of nonverbal communication in special education. Then, I would like to make a report about my 10 years of experience in this activity, with two cases of at special education schools(schools for the mentally or physically challenged)and a school for pupils having hearing difficulties), in order to provide body percussion education as a clue to enhance communication abilities of pupils.続きを見る
|
Mendeley出力
tobiume_09_p109