@article{oai:teapot.lib.ocha.ac.jp:02004165,
 author = {齊藤, 紀子 and SAITO, Noriko},
 journal = {人間文化創成科学論叢, Journal of the Graduate School of Humanities and Sciences},
 month = {Mar},
 note = {This article discusses seven ensemble activities from a nursery teacher training course: （1） session with instruments made of recyclables, （2） descending scale accompaniment （Twinkle-Twinkle-Little Star）, （3）group work, （4） bass accompaniment （familiar tunes）, （5） instrumental ensemble （children’s songs）, （6）class work, and （7） using rhythm instruments. They aim to present students with various ensemble experiences on instruments, the formation and process, and for the teacher to foster musicality and sociality among the children. In the United States of America, music educators argue about the best sequence for singing activities –singing before playing instruments, or singing via instruments. As Weimer and Rutkowski （2023）, we sang before playing instruments in （2） and （5）. We experimented with singing after playing instruments in （6）and （7）. Beating time with rhythm instruments enabled students to grasp the tune immediately; which functions as quick reading.  In（ 3）,（ 4） and（ 6）, we sang songs via instruments. In（ 2） and elements of（ 3）,（ 4） and（ 6）, students divided a part among them. This style produces a smooth experience for unversed music learners. Students communicate with each other via sounds, share time and space, and create a sense of togetherness in such collaboration.},
 pages = {163--174},
 title = {楽器で歌うアンサンブル―大学の保育者養成課程で共同する器楽教育―},
 volume = {26},
 year = {2024}
}