子どもの主体的な身体表現と多様な動きを引き出すリトミックの保育実践研究（第二報）―保育施設における４･ ５歳児学級の事例を中心にして―

保育におけるリトミックでは，近年，音楽領域に限らない多様な学びの獲得が期待されている。保育施設における４･５歳児学級の事例を中心に考察した結果，「音楽を体感する力」「音楽への興味の高まり」「注意して聴く力」「自分で考えて表現する力」「協調性」「集中力」「即時反応力」「リズム感」「感性」の育ちが確認できた。保育におけるリトミックは，表現教育の一環として採り入れると同時に，体系的･包括的なカリキュラムを構成することが重要である。また，子どもの主体的な身体表現と多様な動きを引き出すためには，保育者自身がリトミックを純粋に楽しむことが必要不可欠であり，そのためには，ある程度の専門的な知識と技術が求められる。例えば，音楽的要素によって変化する音楽の印象を感じ取る感性や，保育におけるリトミックの題材となり得るものを身体表現化することに慣れ，多様で柔軟な動きができるようになっておく必要があるだろう。

In recent years, rhythmic in childcare has been expected to acquire a variety of learning not limited to the music field. As a result of the discussion mainly including a case study of a class for 4 and 5 years old in a childcare facility, we were able to confirm the development of "ability to experience music," "enhanced interest in music," "ability to listen carefully," "ability to think and express by themselves," "cooperativeness," "concentration," "immediate reaction," "sense of rhythm," and "sensitivity". It is important to adopt rhythmic music in childcare as a part of expressive education, and at the same time, to structure a systematic and comprehensive curriculum. In addition, it is essential for caregivers to truly enjoy rhythmic music in order to bring out children's independent physical expression and diverse movements, which requires a certain degree of specialized knowledge and skills. For example, they will need to be sensitive to the impressions of music as it changes according to musical elements, be familiar with the physical expression of potential rhythmic subjects in childcare, and be able to move in a variety of flexible ways.