Updated on 2024/02/07

写真a

 
SAKO Haruko
 
Organization
Faculty of Education Professor
Position
Professor
External link

Degree

  • Doctor(Humanities) ( 2001.9   Ochanomizu University )

Research Interests

  • dance, dance education

Research Areas

  • Humanities & Social Sciences / Education on school subjects and primary/secondary education  / dance education, physical expression study

Committee Memberships

  •   governing board member  

    2022.4   

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    Committee type:Academic society

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  • Okayama City   Member of Okayama City Sports Promotion Council  

    2021.8   

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    Committee type:Municipal

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  • Okayama University   Member of the Office for Gender Equality  

    2017.4   

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    Committee type:Other

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  •   governing board member  

    2016.4   

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    Committee type:Academic society

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Papers

  • A Qualitative Study on Teachers’ Reflection in Creative Dance Instruction -Focusing on the “Reflection in Action” of the Experienced Teacher-

    13   207 - 219   2023.3

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    Language:Japanese  

    DOI: 10.18926/cted/65074

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  • Experimental Study on Dance Instruction Using Onomatopoeia

    13   191 - 205   2023.3

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    DOI: 10.18926/cted/65073

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  • 教師の感性的な省察力に関する研究

    谷本 竜一, 酒向 治子

    岡山大学教師教育開発センター紀要   12   301 - 315   2022.3

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    Language:Japanese   Publisher:岡山大学教師教育開発センター  

    教師教育研究における近年の課題として,「教師の指導技術を担保している思考過程を解明する。」「理論と実践の課題を解消する。」という二つが挙げられる。本研究では,これらを解決する糸口として,「感性」と「行為の中の省察」に着目した。理論と実践の両面から,「教師の感性的な省察力」について,質的に考察することを目的とし,「感性」の論点を整理するための文献研究と教師の省察力を観る実験を行った。本研究で得られた知見として,以下の3点が示唆された。①教師に求められる「感性」の働きには,非言語情報の認識と,その認識を元にした想像(イメージ)力の二つが重要であり,この二つには関連がある。②教師の「感性的な省察力」は段階を追った構造として捉えるものではなく,なだらかなスペクトラム(連続体)上で捉えられるべきものである。③「感性」は理性と二項対立的な概念でなく,一体化したものとして捉えられるべきものである。

    DOI: 10.18926/cted/63315

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  • ダンスを用いた社会課題の解決の試み : 防災ダンス教材『ぼうさいPiPit! ダンス』の開発

    酒向治子・吉村利佐子

    岡山大学大学院教育学研究科研究集録   178   69 - 79   2021.11

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    Authorship:Lead author, Corresponding author   Language:Japanese   Publishing type:Research paper (scientific journal)  

  • ダンスを用いた社会課題の解決の試み ― 防災ダンス教材『ぼうさいPiPit !ダンス』の開発 ―

    酒向 治子

    岡山大学大学院教育学研究科研究集録   178   69 - 79   2021.11

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    Language:Japanese   Publisher:岡山大学大学院教育学研究科  

    2019年より,岡山大学では学生が企画・運営の主体となり,岡山市・こくみん共済 coop 岡山推進本部との産官学連携体制のもと,ダンスを用いた防災教育教材『ぼうさいPiPit !ダンス』の開発と普及啓発活動を行う「防災ダンスプロジェクト」が始動した.大学を中心としたダンスを用いた社会課題解決の取り組みは全国的に見ても少なく,この防災ダンスの活動は先駆的な取り組み事例である.本稿では,特に教材の開発に焦点をあて,その制作過程を踏まえつつ,教材の全体的な方向性・学習内容・振り付け・音楽の特徴を整理・分析を行なうことで,今後のダンスを用いた地域社会の課題解決に関する基礎的資料を得ることを目的とする.

    DOI: 10.18926/bgeou/63019

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    Other Link: http://id.ndl.go.jp/bib/031844910

  • ダンスを用いた防災教育教材が防災活動イメージに及ぼす影響 Reviewed

    吉村利佐子・尾関美喜・酒向治子

    安全教育学研究   21 ( 1 )   45 - 59   2021.10

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    Authorship:Last author, Corresponding author   Language:Japanese   Publishing type:Research paper (scientific journal)  

  • ダンスを用いた防災教育教材が防災活動イメージに及ぼす影響—The Influence of The Dance Teaching Materials on The Image of Disaster Prevention

    吉村 利佐子, 尾関 美喜, 酒向 治子

    安全教育学研究 = The Japanese journal of safety education / 日本安全教育学会 編   21 ( 1 )   45 - 59   2021.10

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    Language:Japanese   Publisher:日本安全教育学会  

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  • MI理論に基づく授業開発の試み

    中村彩歩・今井康好・酒向治子

    岡山大学教師教育開発センター紀要   11   247 - 261   2021.3

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    Authorship:Last author, Corresponding author   Language:Japanese  

    DOI: info:doi/10.18926/CT

  • MI 理論に基づく授業開発の試み

    中村 彩歩, 今井 康好, 酒向 治子

    岡山大学教師教育開発センター紀要   11   247 - 261   2021.3

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    Language:Japanese   Publisher:岡山大学教師教育開発センター  

    Society5.0 の到来を迎え,個別最適化された学びや教科横断型学習の拡充等,教育改革が推進されている。これらの教育を実現させ得る理論的なアプローチとして,本稿では,人間の知能を言語,論理数学,音楽,身体運動,空間,対人,内省,博物的という8つの多面的な視点から捉える H.ガードナーの MI 理論(多重知能理論)に着目した。MI 理論に基づく音楽と体育の授業開発を試みた結果,子どもたちは自分の知能の特性を生かし,他者と協働して楽しみながら問題解決をする姿が見て取れた。また,ゴフマンのフレーム理論を援用し考察したところ,授業実践の鍵となったのは,授業の核に〈イメージ〉を設定することであった。以上より,MI 理論に基づく授業実践は激変する教育システムの支柱になり得る可能性が示唆された。

    DOI: 10.18926/cted/61578

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  • リズムダンスの学習支援教材『白桃ダンス』の開発について

    酒向 治子

    岡山大学大学院教育学研究科研究集録   172   57 - 64   2019.11

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    Language:Japanese   Publisher:岡山大学大学院教育学研究科  

    本研究者が2011 年に教師と協働して取り組んだ「現代的なリズムダンス」授業づくりのプロセスを経て,教育現場で授業づくりの模索を続ける教員に寄り添った教材の必要性を感じた。この体験を契機として,2014年に岡山大学スポーツ支援室(旧:スポーツ教育センター)の協力の下,ダンス学習支援教材「白桃ダンスプロジェクト」を立ち上げ,ダンス教材『白桃ダンス』の開発と普及を行うこととした。本稿では紙幅の都合上コンテンツ開発に焦点をおき,制作プロセスを踏まえつつ教材の核となる理念とその具体的な内容についての整理・分析を行った。

    DOI: 10.18926/bgeou/57565

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    Other Link: http://id.ndl.go.jp/bib/030133874

  • 岡山市が推進する『OKAYAMA!市民体操』について : 地域協働による体操制作の試み

    酒向 治子

    岡山大学大学院教育学研究科研究集録   171   75 - 83   2019.7

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    Language:Japanese   Publisher:岡山大学大学院教育学研究科  

    本研究では,地域・行政・教育/研究機関が連携して行う事例として,岡山市が推進する「健康市民おかやま21」の『OKAYAMA!市民体操』に着目し,その制作プロセスを段階に分けて整理分析を行った。また,『OKAYAMA!市民体操』の体験者に対し,意識調査(主観的運動強度および満足度)を行ったところ,制作開始時に岡山市が目指していた目標には到達できていると考えられた。

    DOI: 10.18926/bgeou/56926

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    Other Link: http://id.ndl.go.jp/bib/029923424

  • ダンス教育によって育まれる資質・能力 : Society5.0におけるダンス教育の可能性—ダイバーシティー(多様性)とダンス : ダンスから発信する多様性

    酒向 治子

    女子体育 / 日本女子体育連盟 編   61 ( 6・7 )   12 - 15   2019

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    Language:Japanese   Publisher:日本女子体育連盟  

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  • 日本の身体教育にLOD を用いることの意義 : 多様な動きの習得に着目して

    酒向 治子, 森田 玲子, 川上 暁子

    岡山大学大学院教育学研究科研究集録   169   57 - 64   2018.11

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    Language:Japanese   Publisher:岡山大学大学院教育学研究科  

    本研究では,世界的に認知されているルドルフ・ラバンの運動形態理論を基に開発されたLOD(Language of Dance)に着目し,LODに関する国内外の歴史的経緯と現況を概観した上で,日本国内で求められている身体教育の方向性を視野に入れながら,LODを導入することの意味について検討を行った。その結果,「多様な動き」の系統性をもった学びが求められている現在の日本の身体教育の現状において,身体の動きの「言語系統図」を構築するべく作られたLODは,多様性のある動きの学習のみならず,系統的な動きの学びという課題についても参照するべき内容を提供すると考えられた。

    DOI: 10.18926/bgeou/56366

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    Other Link: http://id.ndl.go.jp/bib/029368424

  • 教科内容構成による小学校の授業づくりと教員養成プログラムの改善 (2) : 社会科,音楽科,体育科,情報モラル教育を事例として

    飯田 洋介, 早川 倫子, 原 祐一, 高岡 敦史, 酒向 治子, 笠井 俊信, 桑原 敏典

    岡山大学大学院教育学研究科研究集録   167   101 - 109   2018.2

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    Language:Japanese   Publisher:岡山大学大学院教育学研究科  

    本研究は,教科内容構成の考え方に基づいて小学校の授業づくりのあり方を検討するとともに,それをふまえることで大学の教員養成プログラムの授業が具体的にどのように改善されるかを明らかにしようとしたものである。教科内容構成とは,教員養成において従来から課題とされてきた教科の内容に関わる知識・技能と教科の指導法に関わる知識・技能の分離という問題を克服するために提案されたものである。教科内容構成は,教科の内容と指導法に関わる知識・技能を統合し,それらを応用して,教師が自ら「どのような内容をどのように教えるべきか」を考え,授業づくりに取り組むことができるようになるための考え方を示すものであり,本研究では教員養成プログラムにおける具体的な授業プランを提示してそれを明らかにしていく。本稿では,特に,小学校の社会科,音楽科,体育科,情報モラル教育を事例として論じていくことにしたい。

    DOI: 10.18926/bgeou/55706

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    Other Link: http://id.ndl.go.jp/bib/028898157

  • 教科内容構成による中学校の授業づくりと教員養成プログラムの改善 (2) : 音楽科,保健体育科,美術科,技術・家庭科(技術分野)を事例として

    小川 容子, 原 祐一, 高岡 敦史, 酒向 治子, 山本 和史, 入江 隆, 桑原 敏典

    岡山大学大学院教育学研究科研究集録   167   121 - 129   2018.2

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    Language:Japanese   Publisher:岡山大学大学院教育学研究科  

    本研究は,教科内容構成の考え方に基づいて中学校の授業づくりのあり方を検討するとともに,それをふまえることで大学の教員養成プログラムの授業が具体的にどのように改善されるかを明らかにしようとしたものである。教科内容構成とは,教員養成において従来から課題とされてきた教科の内容に関わる知識・技能と教科の指導法に関わる知識・技能の分離という問題を克服するために提案されたものである。教科内容構成は,教科の内容と指導法に関わる知識・技能を統合し,それらを応用して,教師が自ら「どのような内容をどのように教えるべきか」を考え,授業づくりに取り組むことができるようになるための考え方を示すものであり,本研究では教員養成プログラムにおける具体的な授業プランを提示してそれを明らかにしていく。本稿では,特に,中学校の音楽科,保健体育科,美術科,技術・家庭科(技術分野)を事例として論じていくことにしたい。

    DOI: 10.18926/bgeou/55708

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    Other Link: http://id.ndl.go.jp/bib/028898222

  • 体育科・保健体育科における教科内容構成の固有性

    高岡 敦史, 原 祐一, 酒向 治子, 足立 稔, 加賀 勝

    岡山大学大学院教育学研究科研究集録   167   55 - 60   2018.2

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    Language:Japanese   Publisher:岡山大学大学院教育学研究科  

    本稿の目的は,体育科の教科内容構成の固有性とは何か,という問いに対する回答を提示し,体育科の教科内容構成における基本的な教材研究及び教材開発の方法論を示していくことである。そのために,まず体育科の内容・指導の4つの特殊性を概観した上で,各特殊性について検討し,教科内容構成の他教科に対する固有性を構造的に捉えた。 議論の結果,体育科における教科内容構成は,以下の固有性を有していることが明らかになった。①運動内容と学習内容を別に認識する必要がある,②からだとこころの一体化と解放を中核的な認識原理として持っている必要がある,③子どもの心身の発達が,学習方法・指導方法だけでなく,運動内容・学習内容も決定づける,④教科内容構成に際して,スポーツ科学諸領域の知見が必要になる。

    DOI: 10.18926/bgeou/55702

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    Other Link: http://id.ndl.go.jp/bib/028897957

  • Various Aspects of Cunningham’s choreographic methods and consistent characteristics of the performers

    SAKO Haruko

    Choreologia   2018 ( 41 )   23 - 31   2018

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    Language:Japanese   Publisher:Japanese Society for Dance Research  

    DOI: 10.11235/buyougaku.2018.41_23

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  • 中学校教員のダンスに対する ジェンダー・イメージ,抵抗感と羞恥心 : A 市公立中学校保健体育教員を対象として

    酒向 治子, 平田 麻里子, 猪崎 弥生

    岡山大学大学院教育学研究科研究集録   166   109 - 115   2017.11

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    Language:Japanese   Publisher:岡山大学大学院教育学研究科  

    本研究では,地方都市A市内公立中学校保健体育科教員を対象として,ダンスのジェンダー・イメージ(男らしさ/女らしさ),ダンスに対する態度(抵抗感と羞恥心[恥ずかしさ])に関する質問紙調査を行い,実状を把握することを試みた。その結果,①ジェンダー・バイアスについては未だ根強く残っており,種目(領域)別にみると「創作ダンス」が女性らしいと思われる傾向にあることが明らかとなった。また,②抵抗感や羞恥心については,抵抗感や羞恥心ともに中立化の傾向を示したものの,未だ抵抗感や羞恥心を抱く教員が多いことが明らかとなった。

    DOI: 10.18926/bgeou/55484

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    Other Link: http://id.ndl.go.jp/bib/028729356

  • 小学校教員のダンスに対する ジェンダー・イメージ,抵抗感と羞恥心について

    酒向 治子, 平田 麻里子, 猪崎 弥生

    岡山大学大学院教育学研究科研究集録   164   85 - 90   2017.2

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    Language:Japanese   Publisher:岡山大学大学院教育学研究科  

    本研究では,岡山県内の教員歴が比較的少ない小学校教員を対象として,ダンス教育におけるジェンダー・イメージ(男らしさ/女らしさ),ダンスに対する態度(抵抗感と羞恥心[恥ずかしさ])に関する質問紙調査を行い,実状を把握することを試みた。その結果,①ジェンダー・バイアスについては未だ根強く残っており,特に「創作ダンス」が女性らしいと思われる傾向にあること,②抵抗感や羞恥心については,過半数が抵抗感や羞恥心を抱いていることが明らかとなった。今後さらなる調査研究を進め,長年ダンス教育で指摘されてきた小学校教員のダンス(表現運動)へのバイアスや負の意識のメカニズムを解明する必要性が浮き彫りとなった。

    DOI: 10.18926/bgeou/54841

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    Other Link: http://id.ndl.go.jp/bib/028037678

  • BMI and body dissatisfaction values in Japanese male and female university students:—Difference in body images according to shilhouette chart—

    KUNIMOTO Ayumi, YAMASAKI Sakiya, OKAMOTO Hiroshi, ISHII Nobuko, TAGO Takahito, TUTIOKA Daisuke, FUKUDA Takashi, HAYASHI Kyosuke, OGURA Toshio, TOJO Mitsuhiko, MIMURA Yukari, KIKUNAGA Shigeshi, MATSUEDA Mutsumi, KAMIMURA Hiroko, TSUSHIMA Aiko, KAGA Masaru, SAKO Haruko, DOI Mayu, SUZUKI Hisao, OKAZAKI Kanzou, AMALEO Katsuhiro, SAGAWA Kazunori, SHINTAKU Yukinori, TSUMIYAMA Takatsune, INOUE Yumiko, NARIYAMA Kouichi

    Japanese Journal of Health Education and Promotion   25 ( 2 )   74 - 84   2017

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    Language:Japanese   Publisher:JAPANESE SOCIETY OF HEALTH EDUCATION AND PROMOTION  

    Objective: We conducted this study to examine the relationships among five ranges of BMI and two types of body dissatisfaction in male and female university students in Japan.<br>Method: We performed a cross sectional study using body composition measurement and questionnaire on body images among Japanese students (4,118 men and 2,677 women), 18 to 22 years old from 14 universities.<br>Results: The significant difference was detected in all five BMI ranges of female students between the degree of ideal dissatisfaction (ideal shape - current shape) and healthy dissatisfaction (healthy shape - current shape) (p<0.001). Among men, however, such a significant difference was not found. In addition, the significant difference was not found in the choice of an attractive man between men and women. Conversely, the average silhouette value of the attractive female shape for men was 4.65, and the silhouette value of the attractive female shape for men from the viewpoint of women was 3.97. The female students showed significantly lower body image score than male students (t=25.08, p<0.001, d=0.70).<br>Conclusion: For female college students, a healthy looking shape was a more plump woman than an ideal shape. As for the attractive shape of men, the difference was not detected between the views from both male and female students. However, for that of women, a slim woman was considered more attractive.

    DOI: 10.11260/kenkokyoiku.25.74

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  • 中学校保健体育科の男性教員のダンスに対する意識 : 語りの質的検討—Perceptions toward Dance and Dance Instruction among Male Junior High School Teachers of Health and Physical Education : Qualitative Examination of their Interviews

    酒向 治子, 竹内 秀一, 猪崎 弥生

    スポーツとジェンダー研究 = Journal of sport and gender studies : JSGS / 日本スポーツとジェンダー研究会編集委員会 編   14   6 - 20   2016.3

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  • An Analysis on Eiko & Koma’s Delicious Movement Workshop 2–Focusing on Words Inducing the Creative and Expressive Body Movements–

    AIHARA Tomoe, SAKO Haruko

    Journal of the Philosophy of Sport and Physical Education   38 ( 2 )   103 - 116   2016

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    A dance unit called “Eiko&Koma” by Eiko Otake and Takashi Otake has been an extremely highly-admired artist in American dance community for more than 40 years. Eiko&Koma has been creating their own workshop style called “Delicious Movement Workshop” (DMW). By using the qualitative research approach (GTA), this paper aims to grasp the basic characteristics of Eiko’s instructional words toward the students in the two basic programs (called “scores”) of DMW, “Sleeping” and “Sleeping Together”, which will intensify and deepen the understanding of DMW structures, and also provides the knowledge related to the instructional words which the physical expression educators can refer to. <br/>In the result, through the case studies, we extracted 4 core categories such as [Time(successive)], [Relationship between Oneself and Others], [Image of Nature ], [Consciousness toward Body] and 8 concepts and we linked them into a theoretical mode (Eiko’s words’structure model). From these results, it became apparent that Eiko’s “instructional words” functions as an important tool to induce the creative and expressive movements from the students. The words dissolves the students’ daily senses toward the body and lead them to the unusual, non-daily life world.

    DOI: 10.9772/jpspe.38.2_103

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    Other Link: http://id.ndl.go.jp/bib/029855196

  • Perceptions toward Dance and Dance Instruction among Male Junior High School Teachers of Health and Physical Education: Qualitative Examination of their Interviews

    SAKO Haruko, TAKEUCHI Shuichi, IZAKI Yayoi

    Journal of Sport and Gender Studies   14   6 - 20   2016

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    Within the field of physical education in Japan, dance has long been considered a subject for female students, in the same way that martial arts have been considered for male students. As a consequence, traditionally there has been an overwhelmingly high chance that dance classes are taught by female teachers. In 2012, however, dance became a compulsory subject in physical education for all junior high school students, and therefore more support is needed to avoid bias against male dance teachers. To achieve this, the fundamental awareness of dance among male teachers needs to be comprehensively investigated as a first step. With a primary goal of determining the future direction of education for male dance teachers, this study ascertained the perceptions of dance and dance instruction, in particular the difficulties associated with teaching dance, among male junior high school teachers who had teaching dance experience. Thirteen concepts relating to four categories were extracted from the interview data: dance images, roles expected of dance teachers, roles expected of physical education teachers, and difficulties associated with dance education. This study focused on the latter category, difficulties associated with dance education. The first extracted concept, “role conflict”, reflected the contradiction between the role expected of physical education teachers and that expected of dance teachers (i.e., regulation versus liberation), indicating that this is a problem related to teachers’ dance instruction. The second concept, “confusion about being goal-free”, arose from the opposing characteristics of having goal-free expression in dance and rule-based physical education skills. The third concept, “anxiety about dance skills”, reflected the fact that physical education teachers are expected to demonstrate exceptional physical skills. Therefore, the passiveness of male teachers toward dance cannot be easily or simply explained by the feminine images connected to dance, as having been pointed out in the precedent studies.

    DOI: 10.18967/sptgender.14.0_6

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  • 教師と教師教育者の協働による男女共習「現代的なリズムのダンス」授業づくりの試み ─ O 大学教育学部附属中学校の事例的研究 ─

    酒向 治子, 出原 智波, 平田 麻里子, 猪崎 弥生

    岡山大学大学院教育学研究科研究集録   158   169 - 181   2015.2

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    This study is a case study of efforts to develop a coeducation “contemporary rhythm
    dance” class at the junior high school attached to O University School of Education through
    continuous feedback between the teacher and the teacher educator. Body stiffness and self
    consciousness at being seen or looked at by others emerged as students’ major problems
    from the physical and emotional perspectives, respectively. As a result of trying multiple
    suggestions from students to improve the above issues from the three aspects of time, space,
    and movement, and based on an analysis of learner questionnaire data and teacher records, it
    appears that the students started to enjoy learning contemporary rhythm dance.

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  • An Analysis on Eiko&Koma’s Delicious Movement Workshop: Toward the Creative and Expressive Body Education

    SAKO Haruko, AIHARA Tomoe

    Journal of the Philosophy of Sport and Physical Education   37 ( 1 )   45 - 64   2015

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    A dance unit called “Eiko&Koma” by Eiko Otake and Takashi Otake has been an extremely highly-admired artist in American dance community for more than 40 years. Eiko&Koma has been creating their own workshop style called “Delicious Movement Workshop” (DMW). This paper aims to grasp the basic characteristics of DMW as a first step to understand the whole picture. Firstly, we tried to clear the methodological characteristics of DMW through the case studies of the two basic programs (called “scores”) of DMW, “Sleeping” and “Sleeping together.”Secondly, analyzing the records of Eiko’s interviews and lectures by using the qualitative research approach (GTA), we tried to clear their artistic thoughts about dance and art. <br/>In the result, through the case studies, we could grasp the basic characteristics of DMW such as the developmental ways of their workshop (3stages: ①Warm-ups, ②Demonstration, ③Practical experience) and movements characteristics in the practical experience (①Moving with the closed eyes, ②Moving with the body on the floor, ③Moving without the stop, ④Moving with the Eiko’s voice and words, ⑤Moving with the others). Also, as for the analysis of Eiko’s thoughts, we extracted 3 core categories, 4 categories and 15 concepts and we linked them into a theoretical mode (Eiko&Koma’s thought structure model). From these results, it became apparent that DMW aims to offer the opportunity to develop the kinesthetic sense of the body toward the “sensual body,” which lay importance to tactile sensation and not aim to create “the piece of dance,” an artwork made for the audience.

    DOI: 10.9772/jpspe.37.1_45

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  • 小学生を対象にしたスロージョギング持久走についての実践的研究

    足立 稔, 酒向 治子, 笹山 健作, 妹尾 建一郎, 矢部 晃章

    岡山大学大学院教育学研究科研究集録   157   61 - 66   2014.11

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    本研究では小学生を対象に,意図的にゆっくり走る「スロージョギング」を体育授業に導
    入する可能性について教育実践的に検討した。研究①では,小学1年から6年生140人を対
    象に,1回の授業(走行時間は学年に応じて8分~12分,走るスピードは時速4km)を実
    践し,授業前には形態,体力,運動が好きか嫌いかの調査を,授業前後には持久走に対する
    イメージ調査(楽か,楽しいか,気持ちいいかをそれぞれ4点満点で評価)を行った。研究
    ②では,小学5年生27人を対象に,3時間(1時目は時速6キロのスピードで5分間を2回,
    2時目は時速6キロのスピードで続けて15分間,3時目は自分に合っていると思うゆった
    りしたペースで続けて15分間走る)の単元を組んで授業を行い,単元前後で研究①と同様
    の持久走に対するイメージ調査と20mシャトルランを行った。その結果,単元(授業)前
    に比べ後で,持久走に対するイメージが肯定的に変化したことに加え,運動嫌い,低体力や
    肥満傾向の児童においてこの傾向が顕著であった。また,単元前に比べ後でシャトルラン回
    数が有意に増え,単元前のシャトルラン回数が少なく有酸素的体力が低い児童ほど単元後に
    回数が増えていた。

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  • 中学校女性体育教員のダンスに対する抵抗感と羞恥心について

    酒向 治子, 永田 麻里子, 猪崎 弥生

    岡山大学大学院教育学研究科研究集録   155   109 - 113   2014.2

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    DOI: 10.18926/bgeou/52182

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  • 中学生のダンスに対するジェンダー・バイアス

    酒向 治子, 永田 麻里子, 出原 智波, 山口 順子, 猪崎 弥生

    岡山大学大学院教育学研究科研究集録   154   73 - 77   2013.11

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    DOI: 10.18926/bgeou/51921

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  • 3年間にわたる子どもの体力縦断的変化が形態,生活習慣,心身の健康指標におよぼす影響

    足立 稔, 酒向 治子, 笹山 健作

    岡山大学大学院教育学研究科研究集録   153   81 - 87   2013.7

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    In this study we examined the association between longitudinal changes in schoolchildren's
    physical strength with their build, health habits, and psychophysical health index scores.
    Students (n= 195) were followed for three years, from the fifth to the eighth grade. Setting as a
    baseline the students' results on the Ministry of Education, Culture, Sports, Science and
    Technology's new physical strength test, we extracted data on those students whose physical
    strength relatively improved (improved group: 28 boys, 53 girls) and on those whose strength
    relatively declined (declined group: 15 boys, 16 girls). Build, health habits, and psychophysical
    health index scores were compared between the two groups. It was found that, although there
    were no significant differences in eating habits or sleeping habits between the two groups,
    compared to the improved group, the declined group was more likely to be either obese or
    underweight, have short durations of intense exercise and total exercise, and longer duration of
    watching television or videos. The declined group also showed poorer psychological health
    status, such as lower self-efficacy and higher anxiety.
    These findings indicate that children with good exercise habits, such as consistently
    engaging in a adequate physical activities that include intense exercise, will have improved
    physical strength outcome over time, whereas those children with few regular exercise habits
    and whose strength will not improve over time, will show outcomes such as polarization of
    body weight (obesity and underweight tendencies) and poorer psychological health status.

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  • 中学生のダンスに対するイメージ―男女差の検討―

    酒向 治子, 永田 麻里子, 出原 智波, 宮本 乙女, 猪崎 弥生

    岡山大学大学院教育学研究科研究集録   153   97 - 102   2013.7

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  • A survey on the dance image, the attitude toward dancing and watching dance, and the reaction to dance class of junior-high school pupils

    IZKI, Yayoi, SAKO, Haruko, NAGATA, Mariko, TANAKA, Toshiyuki, MAIYA, Kiyoshi

    9   15 - 24   2013.3

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  • A survey on the dance image, the attitude toward dancing and watching dance, and the reaction to dance class of junior-high school pupils

    IZKI, Yayoi, SAKO, Haruko, NAGATA, Mariko, TANAKA, Toshiyuki, MAIYA, Kiyoshi

    9   15 - 24   2013.3

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  • 教員と中学生のダンスに対するジェンダー・バイアス

    酒向 治子, 永田 麻里子, 出原 智波, 角南 順子, 猪崎 弥生

    岡山大学大学院教育学研究科研究集録   152   45 - 49   2013.2

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    DOI: 10.18926/bgeou/49309

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  • 教員と中学生のダンスに対するジェンダー・バイアス

    三戸 治子(酒向治子)

    岡山大学大学院教育学研究科研究集録   152   2012

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  • LODを用いた創作ダンス指導の実践と課題--大学生を対象として—Practicing creative dance classes using "Language of Dance" (LOD): investigating university students Reviewed

    酒向 治子

    お茶の水女子大学人文科学研究 / お茶の水女子大学 編   5   157 - 173   2009.3

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    Other Link: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-17700472/

  • エイコ&コマの映像作品にみる裸体の表象

    酒向 治子

    舞踊學   2009 ( 32 )   24 - 35   2009

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    This study aims to discuss how naked body represented in Eiko & Koma’s video dances. Firstly, how they think of naked [or nude] body was discussed. Secondly, the characteristics of their 5 videodances such as Bone Dream, Lament, Husk, Undertow and Breath in which they performed in naked were analyzed in terms of time, space, body and camera editing/angles.
    From the dance analysis, the continuity of time and space was cleared and also, it was distinct that naked body was partly cut and became abstraction in relation to camera editing/angles. These characteristics reflected the concept of naked body which they regarded naked body should not be “sexual” but “sensual,”and their view of human and nature underlying the concept. For Eiko & Koma, naked body is a landscape, and it is a vital tool to represent“ the nakedness of nature.”

    DOI: 10.11235/buyougaku.2009.32_24

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  • 書評 Sharon E. Friedler and Susan B. Glazer(eds.), Dancing Female: Lives and Issues of Women in Contemporary Dance: Sharon E. FRIEDLER and Susan B. GLAZER (eds.), Dancing Female: Lives and Issues of Women in Contemporary Dance

    6   155 - 158   2003.3

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    Other Link: http://id.ndl.go.jp/bib/6563251

  • M.カニングハムの舞踊理念にみる静(stillness)の概念

    酒向 治子

    人間文化論叢 / お茶の水女子大学大学院『人間文化論叢』編集委員会 編   6   21 - 29   2003

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  • Dancer's <freedom> in M. Cunningham's Dances

    SAKO Haruko

    Aesthetics   51 ( 4 )   49 - 59   2001

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    The present paper examines Merce Cunningham's idea about freedom of a performer which has not been delved into so far despite its importance by means of his idea about ego as a clue. The freedom that he hoped a performer to attain is that a dancer becomes independent mentally and faces himself and reaches the state of mind of 'No-mind' which is true freedom by overcoming ego. Cunningham is considered to attempt to discipline the body and mind of a performer in order to attain the ideal state of mind of 'No-mind' at all the scenes of his practical activity by setting an environment where a performer has to concentrate his mind on his movement, in particular, on two elements : each shape of the movement and energy that serves as a basis. It has become clear that Cunningham's concept of freedom does not stay only within the scope of negative concepts that usual "freedom" and "liberty" indicate (as 'free from&acd;') but also connotes a creative and positive meaning that is indicated by Zen word "Jiyuu" (as 'free to&acd;').

    DOI: 10.20631/bigaku.51.4_49

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  • マース・カニングハムのビデオ/フィルムダンス研究

    酒向 治子

    舞踊学 = Choreologia / 舞踊学会 編   ( 22 )   10 - 19   1999.11

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  • Susan Leigh Fosterの舞踊研究における「修辞」の意味--Reflective Modeを中心として

    酒向 治子

    人間文化研究年報 / お茶の水女子大学大学院人間文化研究科 編   ( 23 )   62 - 70   1999

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Books

  • Butoh入門-肉体を翻訳する-

    ( Role: Contributor ,  カニングハムと土方巽-アンチモダニズムの心身-)

    文学通信  2021.12  ( ISBN:978-4-909658-68-5

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    Total pages:351   Responsible for pages:7   Language:Japanese Book type:Scholarly book

  • Butoh入門 : 肉体を翻訳する

    大野, ロベルト, 相原, 朋枝, 酒向, 治子

    文学通信  2021.12  ( ISBN:9784909658685

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  • Time for children to generate questions

    Sako Haruko( Role: Contributor ,  Body-based inquiry-based learning)

    2020.4  ( ISBN:9784536601306

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  • Dance Studies on Film: Considering Diverse Ethnic Groups, Cultures, Societies, and Education

    Sako Haruko( Role: Contributor ,  Dance and Education: Dance Education Required in Society 5.0)

    2020.4  ( ISBN:9784469268836

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  • ダンスとジェンダー : 多様性ある身体性

    猪崎 弥生, 酒向 治子, 米谷 淳

    一二三書房  2015.12  ( ISBN:9784891993726

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  • ダンスの言語 : 動きを読む・書く・表現する

    Guest, Ann Hutchinson, Curran, Tina, 森田, 玲子(舞踊教育学), 酒向, 治子

    大修館書店  2015.3  ( ISBN:9784469267723

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  • ダンス授業におけるジェンダーを考える : 多様性の捉え方をめぐって

    猪崎 弥生, 酒向 治子, 米谷 淳

    よしみ工産 (印刷)  2014.3 

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  • The Body as a Mirror of the World: From Shakespeare to Animation

    Sako Haruko( Role: Contributor ,  Representation of the Nude in Dance)

    2008.3 

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  • Dance and Physical Expression

    Sako Haruko( Role: Contributor ,  The Body of Tranquility in Co)

    2003.9  ( ISBN:4939091201

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MISC

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Presentations

  • Group Resilience in the Crisis of Group Collapse: A Case Study of University Team Sports Organizations in the Corona Disaster.

    Ozeki Miki, Kuwada Shinjiro, Yoshimura Risako, Sako Haruko

    2022.9 

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    Event date: 2022.9

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  • Practice of a physical education program to foster physical sensitivity and its educational effects

    Yoshimura Risako, Sako Haruko

    2022.8 

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    Event date: 2022.8

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  • The qualities and abilities of "physical thinking", which are the axis of creativity, as well as "verbal thinking"

    SakoHaruko

    2022.7.31 

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  • Qualities and abilities nurtured by dance - the power of CCEI Invited

    Sako,Haruko

    2021.3.14 

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  • Development of disaster education materials using dance

    Yoshimura Risako, Takuya Matsumoto, Sako Haruko

    2020.12.5 

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  • CCEI Education for the Future: From the Standpoint of Physical Expression

    Sako,Haruko

    2020.9.14 

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  • Teachers' Practical Leadership Skills Required for "Independent Learning": Focusing on Improv Instructional Methods

    Ito Keisuke, Sako Haruko

    2020.9.13 

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    Event date: 2020.9.13

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  • Development and Effectiveness of Disaster Prevention Education Materials Using Dance

    Yoshimura Risako, Ozeki Miki, Matsumoto Takuya, Sako Harko

    2020.9 

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  • Symposium: The Present and Future Possibilities of Dance Studies

    KOBAYASHI Naoya, YUZURIHARA Akiko, TAKAHASHI Kyoko, TOMITA Daisuke, SAKO Haruko, UMINO Bin, NUKI Shigeto

    Choreologia  2020  Japanese Society for Dance Research

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    Event date: 2020

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  • ダンスのジェンダー・イメージ—調査結果に基づく現状分析とジェンダー・バイアス払拭のための実践的試み

    酒向 治子

    スポーツとジェンダー研究  2019  日本スポーツとジェンダー学会

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    Event date: 2019

    Language:Japanese  

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  • ジェンダーの視点からみたダンス教育

    酒向 治子, 竹内 元, 宮本 乙女, 猪崎 弥生

    スポーツとジェンダー研究  2019  日本スポーツとジェンダー学会

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  • 教28-064 表現運動における「見られる意識」 : 思春期の児童に着目して(11 体育科教育学,一般研究発表抄録)

    柳原 健二, 酒向 治子

    日本体育学会大会予稿集  2014  一般社団法人 日本体育学会

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    Event date: 2014

    Language:Japanese  

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  • 08測-29-ポ-30 中学校で行われるダンス授業の活動量(08 測定評価,一般研究発表抄録)

    水村 真由美, 酒向 治子, 猪崎 弥生

    日本体育学会大会予稿集  2013  一般社団法人 日本体育学会

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    Event date: 2013

    Language:Japanese  

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  • 男性の教員と教員志望学生の ダンスに対する意識

    酒向 治子, 田中 俊之, 猪崎 弥生

    舞踊學  2013  舞踊学会

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    Language:Japanese  

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  • 03心-22-ポ-41 大学生の男女共修ダンス授業の効果(体育心理学,ポスター発表,一般研究発表抄録)

    猪崎 弥生, 酒向 治子

    日本体育学会大会予稿集  2012  一般社団法人 日本体育学会

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    Event date: 2012

    Language:Japanese  

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  • 研究奨励賞受賞者講演 エイコ&コマの「脱境界的」身体—Lecture by the Winner of the Award for Research by Young Scholars Fund by Japanese Society for Dance Research, Fund for Promoting Research The Body in Eiko & Koma's Dances : Dissolving the Boundaries—第16回定例研究会(例会)報告 Invited

    酒向 治子

    舞踊学 = Choreologia / 舞踊学会 編  2011  舞踊学会

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    Event date: 2011

    Language:Japanese   Presentation type:Symposium, workshop panel (nominated)  

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  • エイコ&コマの活動—Delicious Movement Workshop の実際

    相原 朋枝, 酒向 治子

    舞踊學  2011  舞踊学会

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    Event date: 2011

    Language:Japanese  

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  • 03心-26-ポ-29 中学生のダンスにおけるジェンダーイメージ : その1. 性差の検討(03.体育心理学,一般研究発表抄録)

    猪崎 弥生, 酒向 治子, 水村 真由美

    日本体育学会大会予稿集  2011  一般社団法人 日本体育学会

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    Event date: 2011

    Language:Japanese  

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  • 11教-3P-K61 LODを用いた創作ダンス(II) : 反復型プログラム構成による授業実践の検討(11.体育科教育学,一般研究発表抄録)

    酒向 治子

    日本体育学会大会予稿集  2010  一般社団法人 日本体育学会

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    Event date: 2010

    Language:Japanese  

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  • 11-28-K311-8 LODを用いた創作ダンス指導の実践と課題(11.体育科教育学,一般研究発表抄録,ひろしま発 ひとを育む体育・スポーツ)

    酒向 治子

    日本体育学会大会予稿集  2009  一般社団法人 日本体育学会

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    Event date: 2009

    Language:Japanese  

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  • エイコ&コマのダンス—センシュアリティの表象を巡って

    酒向 治子

    舞踊學  2009  舞踊学会

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    Event date: 2009

    Language:Japanese  

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  • E. Hawkins and Intellectualism

    SAKO Haruko

    Choreologia  2003  Japanese Society for Dance Research

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    Event date: 2003

    Language:Japanese  

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  • E. Hawkins and M. Cunningham : Attention to the Eastern Cultures(Report of the 53rd National Congress)

    SAKO Haruko

    Aesthetics  2002  The Japanese Society for Aesthetics

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    Event date: 2002

    Language:Japanese  

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  • A Study of Dance Analysis with Computer Technology: focusing on LifeForms Studio 3.0

    Hara Ikuko, Sako Haruko

    Choreologia  2000  Japanese Society for Dance Research

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    Event date: 2000

    Language:Japanese  

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  • The Conception of Susan Leigh Foster's “Reflective Mode”

    Sako Haruko

    Choreologia  1997  Japanese Society for Dance Research

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    Event date: 1997

    Language:Japanese  

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  • Dance and Line of Sight: “Inward Gaze”

    Sako Haruko, Hara Ikuko, Okamoto Masako, Ishiguro Setsuko

    Choreologia  1996  Japanese Society for Dance Research

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    Event date: 1996

    Language:Japanese  

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  • The process of recovery from collapse of a group due to COVID-19 catastrophe.

    Ozeki, M, Yoshimura, R, Sako, H

    Joint Congress of ICOH-WOPS & APA-PFAW 2023  2023.9.22 

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    Language:English   Presentation type:Oral presentation (general)  

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  • Group resilience in the face of group collapse caused by COVID-19: Targeting university sports teams.

    Ozeki, M, Yoshimura, R, Sako, H

    15th Biennial Conference of Asian Association of Social Psychology  2023.7.15 

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  • LOD(ダンスの言語)オンラインレクチャー Invited

    酒向治子

    2021.7.17  神村企画

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    Language:Japanese   Presentation type:Public lecture, seminar, tutorial, course, or other speech  

    Venue:オンライン  

  • ダンスが育む資質・能力〜CCEI の力〜 Invited

    酒向治子

    日本ダンス医科学研究会学術集会  2021.3.14  日本ダンス医科学研究会

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    Language:Japanese   Presentation type:Oral presentation (keynote)  

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Awards

  • 2021年度防災教育チャレンジプラン 特別賞受賞

    2022.2   防災教育チャレンジプラン実行委員会、内閣府(防災担当)、国立研究開発法人防災科学技術研究所   ダンスを用いた防災教育「ぼうさいPiPit!ダンス」−防災教育の推進を目指した教材制作及び普及啓発−

    岡山大学教育学部・酒向研究室

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  • 2021年度 1.17防災未来賞「ぼうさい甲子園」特別賞(しなやかwithコロナ賞)

    2022.1   ひょうご震災記念21世紀研究機構[人と防災未来センター]  

    岡山大学教育学部・酒向研究室

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  • The 1st Okayama Umiversity SDGs President Award

    2021.3   Okayama University  

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  • 2020年度 1.17 防災未来賞『ぼうさい甲子園』特別賞(URレジリエンス賞)

    2021.1   (公財)ひょうご震災記念21世紀研究機構[人と防災未来センター]  

    岡山大学教育学部酒向研究室

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  • Okayama City "Student Innovation Promotion Project" Jury's Special Award

    2019   Okayama City  

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  • Japanese Society for Dance Research Encouragement Award

    2010.12   Japanese Society for Dance Research  

    Sako Haruko

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Research Projects

  • 防災意識の向上に資するダンスの開発と普及啓発活動

    2019.07

    こくみん共済coop 

    酒向 治子

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    Authorship:Principal investigator  Grant type:Collaborative (industry/university)

  • 小中学生の防災意識を高めるためのダンスを活かした実践型防災教育授業モデルの開発

    Grant number:23K02412  2023.04 - 2027.03

    日本学術振興会  科学研究費助成事業  基盤研究(C)

    三戸 治子

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    Grant amount:\4810000 ( Direct expense: \3700000 、 Indirect expense:\1110000 )

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  • 教師のパフォーマンス力を高めるためのLODを活かした教師教育プログラムの開発

    Grant number:20K02734  2020.04 - 2023.03

    日本学術振興会  科学研究費助成事業  基盤研究(C)

    三戸 治子

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    Grant amount:\4420000 ( Direct expense: \3400000 、 Indirect expense:\1020000 )

    本研究では,教師のパフォーマンス力(非言語コミュニケーション力)の育成に焦点を当て,それらの資質・能力を育成する身体表現の手法を構築することを目指している。2021年度は,主に以下の研究成果が得られた。
    <BR>
    (1)「Language of Dance(LOD:身体言語)オンライン・レクチャー」の講師として招聘され,本研究の核となる,Language of Dance(LOD:身体言語)についての基本的概念と,教育における有用性についてのレクチャーを行なった。
    (2)岡山大学教養科目授業『身体表現学』におて,世界的な舞踏集団である「山海塾」ダンサーの市原昭任氏を招聘し,「山海塾」作品の特徴的な動きのモチーフを元に受講者たちが創造的に関わっていくという,ワークショップを実施。最終段階では,ショーイングイベントとして,成果を披露した(授業期間:2021年11月28日ー12月22日,振付・演出:市原昭任(山海塾)/企画コーディネーター:酒向治子,作品:『四神-青龍―・朱雀・白虎・玄武』場所:岡山大学教育学部体育館)。
    (3)岡山大学大学院教育学研究科附属国際創造性・STEAM教育開発センター(CRE-Lab.)主催の,国際フォーラム「創造性教育の未来を考える CRE-Lab.フォーラム2022『創造する身体』創造性教育・教員養成の創造性カリキュラムで育成する力とは何か」において,教師が育む資質・能力の一つとしての「身体思考」という考え方と,上記のワークショップの成果の発表を行った。

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  • New Dance Educational Theory to Overcome Gender Bias and Application to Teacher Education

    Grant number:16K02037  2016.04 - 2019.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (C)

    Mito Haruko

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    Grant amount:\4550000 ( Direct expense: \3500000 、 Indirect expense:\1050000 )

    In this study, I conducted the surveys about the manner (a feeling of resistance and sense of shame) toward dance, for ①primary school teachers and ②junior high school physical education teachers in Okayama. As for the result ①,the gender bias was seen firmly, and "creative dance" tended in particular to be seemed as feminine. And also, it became clear that the majority had a feeling of resistance and a sense of shame. As for the result ②, gender bias was seen firmly, and "creative dance" tended in particular to be seemed as feminine. And though the data showed a tendency of the neutralization about a feeling of resistance and a sense of shame toward dance, there were many teachers who had the feeling of resistance and the sense of shame toward dance.

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  • Development of a New and Systematic Educational Rhythmic Dance Methodology Using Language of Dance

    Grant number:24700623  2012.04 - 2015.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Young Scientists (B)

    MITO(SAKOU) Haruko

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    Grant amount:\4290000 ( Direct expense: \3300000 、 Indirect expense:\990000 )

    LOD, the Language of Dance, provides framework for learning about basic movements. It deals with the simple actions compared to the highly stylized movements. From the results of theoretical and experimental/practical researches, LOD has the potential to clarifies, organizes, supports, and enhances the work and aims of movement educators leading to movement/dance literacy. As for the rhythms of “Rock” or “Hiphop,” students seems to understand and learn well the differences between the rhythms by moving the “the five basic forms of springs (from two feet to two feet, from one foot to the same, From one foot to the other, From one foot to two feet, From two feet to one foot).”

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  • Development and Construction of Gender-free Dance Teaching Methods toward the Diversification of Dance

    Grant number:22310160  2010.04 - 2014.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (B)

    IZAKI Yayoi, MIZUMURA Mayumi, MAIYA Kiyoshi, MITO Haruko, TANAKA Toshiyuki

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    Grant amount:\11830000 ( Direct expense: \9100000 、 Indirect expense:\2730000 )

    If teachers want to make their pupils' bodily experience richer, they have to help them acquire a variety of body images, being free from manliness and womanliness, in other word, gender-free. From this standpoint, this study is aimed at developing curriculum and the methods of dance class at which boys and girls attend together in school. In order to investigate these as well as to construct the theoretical base of gender-free dance, a survey was conducted, using questionnaires for and interviews of junior high school pupils, college students, and teachers of physical education. Peer-reviews, workshops and research meetings were held where researchers and dance teachers discussed the ideal of dance teaching. The results were reported at conferences and in academic journals, and evaluated by specialists and researchers in the fields of dance education, gender study, and physical education.

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  • Development of a New Educational Methodology Using Language of Dance to Enhance Children's Physical Expressivity

    Grant number:21700602  2009 - 2011

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Young Scientists (B)

    SAKOU Haruko

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    Grant amount:\3510000 ( Direct expense: \2700000 、 Indirect expense:\810000 )

    From the results of theoretical researches, LOD is effective in drawing out individual creativity. Also, systematization of the teaching content has been encouraged by the Ministry of Education in order to cultivate a solid basis for physical education and develop practical experience in various exercise activities. LOD has the potential to fulfil the objectives, from the perspective of systematic learning in physical education, as well as encouraging various movement experiences.
    From the results of experimental/practical researches, it seems to be effective to use images to induce various movements from children, and also the emphasis of teaching should be put on exploring physical movements rather than memorizing them. LOD seems to be an excellent method for children to approach physical movements while helping them relax their psychological resistance

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  • Development of a New Dance Teaching Method Using Motif Writing

    Grant number:17700472  2005 - 2008

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Young Scientists (B)

    MITO Haruko

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    Grant amount:\4370000 ( Direct expense: \4100000 、 Indirect expense:\270000 )

    近年モチーフ・ノーテーション(Motif Notation)、もしくは「ダンスの言語(ランゲージ・オヴ・ダンス;Language of Dance : 通称LOD)」と呼ばれる舞踊記譜法モチーフ記号を用いたダンス教育法が欧米のダンスの教育現場で注目を集めている。LODは、音楽における楽譜のように、人間の身体運動の最も根幹的な要素を動詞(主要な動作)・副詞(動作の質)・名詞(身体部位)等に分類し、「身体言語」として記号で体系化したものである。本研究では、日本のダンス教育現場におけるLODアプローチの導入の可能性を検討すべく、大学生を対象としたLODを用いた実験的な創作ダンスの授業を行った。学習者の内省をもとにLODの有益な点と検討すべき課題を抽出し、今後のプログラムの開発の基礎的資料を得ることにした。
    その結果、LODによる創作ダンスのしやすさと楽しさに関する質問に対して受講者の肯定的評価が高いことが明らかとなった。その主な理由として、(1)動きの発想を豊かにする、(2)動きへの意識を高める、(3)記録により動きの記憶を強める、(4)記録により他者とのコミュニケーションを容易にうる、(5)個々人の動きを引き出す等の具体的な内容が導かれた。

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  • マース・カニングハムのダンスにおけるアジア思想

    Grant number:00J07726  2000 - 2001

    日本学術振興会  科学研究費助成事業  特別研究員奨励費

    酒向 治子

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    Grant amount:\2000000 ( Direct expense: \2000000 )

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  • Introduction to Physical Expression Studies (2022academic year) 3rd and 4th semester  - その他

  • Sports Methodology I (2022academic year) Third semester  - 木3~4

  • Sports Methodology II (2022academic year) Fourth semester  - 木3~4

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2022academic year) Second semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2022academic year) Third semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2022academic year) Fourth semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2022academic year) 1st semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2022academic year) Second semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2022academic year) Third semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2022academic year) Fourth semester  - その他

  • Seminar of Sport Performance (2021academic year) Second semester  - 木3~4

  • Seminar of Sport Performance (2021academic year) Third semester  - 月5~6

  • Secondary Education Health and Physical Education Content Construction Ⅰ (2021academic year) 1st-4th semester  - その他

  • Secondary Education Health and Physical Education Content Construction Ⅱ (2021academic year) 1st-4th semester  - その他

  • Secondary Education Health and Physical Education Content Construction Ⅲ (2021academic year) 1st-4th semester  - その他

  • Secondary Education Health and Physical Education Content Construction Ⅳ (2021academic year) 1st-4th semester  - その他

  • Kinematics Methodology Ⅰ (2021academic year) Third semester  - 木3~4

  • Kinematics Methodology Ⅱ (2021academic year) Fourth semester  - 木3~4

  • Dance (2021academic year) 1st and 2nd semester  - 火5~6

  • Exercise Fitness (2021academic year) 3rd and 4th semester  - 水3,水4

  • Health and Sport Sciences I (2021academic year) Third semester  - 火5,火6

  • Health and Sport Sciences II (2021academic year) Fourth semester  - 火5,火6

  • Physiology Ⅰ (2021academic year) Third semester  - 月3,月4

  • Physiology Ⅱ (2021academic year) Fourth semester  - 月3,月4

  • Development of Physical Education Teaching Materials (Human Movement Studies ) 1 (2021academic year) 3rd and 4th semester  - その他

  • Development of Physical Education Teaching Materials (Human Movement Studies ) 2 (2021academic year) 3rd and 4th semester  - その他

  • Introduction of Physical Education and Sport (2) (2021academic year) Second semester  - その他

  • Dance(Basic) (2021academic year) 1st and 2nd semester  - 火5~6

  • Content Studies in Physical Education for Elementary Education A (2021academic year) 1st semester  - 月7,月8

  • Content Studies in Physical Education for Elementary Education A (2021academic year) 1st semester  - 木7,木8

  • Content Studies in Physical Education for Elementary Education A (2021academic year) 1st semester  - 木7,木8

  • Content Studies in Physical Education for Elementary Education A (2021academic year) 1st semester  - 月7,月8

  • Content Studies in Physical Education for Elementary Education B (2021academic year) Second semester  - 月7,月8

  • Content Studies in Physical Education for Elementary Education B (2021academic year) Second semester  - 木7,木8

  • Content Studies in Physical Education for Elementary Education B (2021academic year) Second semester  - 月7,月8

  • Primary Education Physical Education Content Teaching (2021academic year) 1st and 2nd semester  - 月7,月8

  • Primary Education Physical Education Content Teaching (2021academic year) 1st and 2nd semester  - 木7,木8

  • Primary Education Physical Education Content Teaching (2021academic year) 1st and 2nd semester  - 木7,木8

  • Primary Education Physical Education Content Teaching (2021academic year) 1st and 2nd semester  - 月7,月8

  • Seminar in Teaching Profession Practice (Secondary school A) (2021academic year) 1st-4th semester  - 水7,水8

  • Introduction of Project Based Learning (2021academic year) 1st semester  - 火1,火2

  • Special Studies in Educational Science(Physical Movement Theory IIIA): Seminar (2021academic year) Third semester  - 木7,木8

  • Special Studies in Educational Science(Physical Movement Theory IIIB): Seminar (2021academic year) Fourth semester  - 木7,木8

  • Special Studies in Educational Science(Physical Movement Theory IIIA) (2021academic year) 1st semester  - 木5,木6

  • Special Studies in Educational Science(Physical Movement Theory IIIB) (2021academic year) Second semester  - 木5,木6

  • Project Research in Educational Science (2021academic year) 1st-4th semester  - その他

  • Physical Expression Studies (2021academic year) 1st-4th semester  - その他

  • Introduction to Physical Expression Studies (2021academic year) special  - その他

  • Sports Methodology I (2021academic year) Third semester  - 木3~4

  • Sports Methodology II (2021academic year) Fourth semester  - 木3~4

  • Project Based Learning I (2021academic year) Second semester  - 火1,火2

  • Project Based Learning II (2021academic year) Third semester  - 火1,火2

  • Project Based Learning III (2021academic year) Fourth semester  - 火1,火2

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2021academic year) Second semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2021academic year) Third semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2021academic year) Fourth semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2021academic year) 1st semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2021academic year) Second semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2021academic year) Third semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2021academic year) Fourth semester  - その他

  • Seminar of Sport Performance (2020academic year) Second semester  - 木3,木4

  • Seminar of Sport Performance (2020academic year) Third semester  - 月5,月6

  • Secondary Education Health and Physical Education Content Construction Ⅰ (2020academic year) special  - その他

  • Secondary Education Health and Physical Education Content Construction Ⅱ (2020academic year) special  - その他

  • Kinematics Methodology Ⅰ (2020academic year) Third semester  - 木3,木4

  • Kinematics Methodology Ⅱ (2020academic year) Fourth semester  - 木3,木4

  • Dance (2020academic year) 3rd and 4th semester  - 火3,火4

  • Exercise Fitness (2020academic year) 3rd and 4th semester  - 水3,水4

  • Health and Sport Sciences I (2020academic year) Third semester  - 火5,火6

  • Health and Sport Sciences II (2020academic year) Fourth semester  - 火5,火6

  • Martial Arts (2020academic year) 3rd and 4th semester  - 水5,水6

  • Physiology Ⅰ (2020academic year) Third semester  - 月3,月4

  • Physiology Ⅱ (2020academic year) Fourth semester  - 月3,月4

  • Development of Physical Education Teaching Materials (Human Movement Studies ) 1 (2020academic year) 3rd and 4th semester  - その他

  • Development of Physical Education Teaching Materials (Human Movement Studies ) 2 (2020academic year) 3rd and 4th semester  - その他

  • Dance(Basic) (2020academic year) 3rd and 4th semester  - 火3,火4

  • Dance(advanced) (2020academic year) 3rd and 4th semester  - その他

  • Physical Education Exercise(Fitness) (2020academic year) 3rd and 4th semester  - 水3,水4

  • Martial Arts "Judo" (2020academic year) 3rd and 4th semester  - 水5,水6

  • Content Studies in Physical Education for Elementary Education A (2020academic year) 1st semester  - 月7,月8

  • Content Studies in Physical Education for Elementary Education A (2020academic year) 1st semester  - 木7,木8

  • Content Studies in Physical Education for Elementary Education A (2020academic year) 1st semester  - 木7,木8

  • Content Studies in Physical Education for Elementary Education A (2020academic year) 1st semester  - 月7,月8

  • Content Studies in Physical Education for Elementary Education B (2020academic year) Second semester  - 月7,月8

  • Content Studies in Physical Education for Elementary Education B (2020academic year) Second semester  - 木7,木8

  • Content Studies in Physical Education for Elementary Education B (2020academic year) Second semester  - 木7,木8

  • Content Studies in Physical Education for Elementary Education B (2020academic year) Second semester  - 月7,月8

  • Primary Education Physical Education Content Teaching (2020academic year) 1st and 2nd semester  - 月7,月8

  • Primary Education Physical Education Content Teaching (2020academic year) 1st and 2nd semester  - 木7,木8

  • Primary Education Physical Education Content Teaching (2020academic year) 1st and 2nd semester  - 木7,木8

  • Primary Education Physical Education Content Teaching (2020academic year) 1st and 2nd semester  - 月7,月8

  • Studies of Physical Education in Elementary School (2020academic year) 3rd and 4th semester  - 金3~4

  • Studies of Physical Education in Elementary School A (2020academic year) Third semester  - 水3,水4

  • Studies of Physical Education in Elementary School B (2020academic year) Fourth semester  - 金3,金4

  • Physical Expression Workshops for the Community (2020academic year) special  - その他

  • school health I (2020academic year) Third semester  - 火5,火6

  • school health II (2020academic year) Fourth semester  - 火5,火6

  • Seminar in Teaching Profession Practice (Secondary school A) (2020academic year) 1st-4th semester  - 水7,水8

  • Special Studies in Idea and Problems of Academic Training B (2020academic year) 1st semester  - 金1,金2

  • Introduction of Project Based Learning (2020academic year) 1st semester  - 火1,火2

  • Special Studies in Educational Science(Physical Movement Theory IIIA): Seminar (2020academic year) Third semester  - 木7,木8

  • Special Studies in Educational Science(Physical Movement Theory IIIB): Seminar (2020academic year) Fourth semester  - 木7,木8

  • Special Studies in Educational Science(Physical Movement Theory IIIA) (2020academic year) 1st semester  - 木5,木6

  • Special Studies in Educational Science(Physical Movement Theory IIIB) (2020academic year) Second semester  - 木5,木6

  • Project Research in Educational Science (2020academic year) 1st-4th semester  - その他

  • Physiology(Exercise Physiology) I (2020academic year) Third semester  - 月3,月4

  • Physiology(Exercise Physiology) II (2020academic year) Fourth semester  - 月3,月4

  • Physical Expression Studies (2020academic year) 1st-4th semester  - その他

  • Introduction to Physical Expression Studies (2020academic year) 1st and 2nd semester  - その他

  • Sports Methodology I (2020academic year) Third semester  - 木3,木4

  • Sports Methodology II (2020academic year) Fourth semester  - 木3,木4

  • Project Based Learning I (2020academic year) Second semester  - 火1,火2

  • Project Based Learning II (2020academic year) Third semester  - 火1,火2

  • Project Based Learning III (2020academic year) Fourth semester  - 火1,火2

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2020academic year) 1st semester  - 金5,金6

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2020academic year) Second semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2020academic year) Third semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2020academic year) Fourth semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2020academic year) 1st semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2020academic year) Second semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2020academic year) Third semester  - その他

  • Special Studies in Educational Science(Special Studies in Project Based Learning (2020academic year) Fourth semester  - その他

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