本研究の目的は，小学校の「音楽づくり」において，子どもは，「言語」とどう関連させながら音楽表現を発展させていくのか，その発展過程を明らかにすることである。「言語」と「音楽づくり」の指導内容の三側面（形式的側面，内容的側面、技能的側面）を分析の視点として事例分析を行った。結果は，次の2点にまとめられる。(1)音楽表現の発展過程では，子どもは，「音楽づくり」の指導内容の三側面を関連づけて，その状況に応じて，伝えたい指導内容を表す「言語」を媒介にしながら，他者と音楽表現を発展させる。(2)子どもは，「音楽づくり」の形式的側面と内容的側面を関連づけながら，音や音楽を知覚・感受するにつれ，音楽の質（内容的側面）を表す「言語」で伝えていくようになり，さらに音楽の要素や形式（形式的側面）を表す「言語」も媒介に，形式的側面と関わらせて，他者と音楽を形づくり発展させる。形づくられた音楽を子どもは，音楽の要素（形式的側面）や演奏の技能（技能的側面）を表す「言語」を媒介に，形式的側面を操作し，音楽の質（内容的側面）を基にして，技能的側面を探求しながら，他者と作品を洗練させる（形式的側面）。 : The aim of this study is to clarify the developmental process of musical expression in elementary school children. The focus will be to consider the relationship between the active use of language in the process of creative music making. This will be analyzed from the perspective of the use of language and its relationship to the three main aspects of the instructional content of music, namely form, content, and skill. 1. In the developmental process of musical expression the three aspects of instructional content are utilized as the children work together develop their unique musical expression, while at the same time using language as a representative of the instructional content that they wish to express. 2. By relating the form and content aspects, language representing the sensitivity of music is produced. Because they are sensitive to the perceived music, they can develop the piece of music by relating to the form aspect. By manipulating the aspect of form, and trying to develop the aspect of skill based on the quality of the music, the students are able to refine the music by working and speaking together. Language used in this manner represents both the essence of the music and the method of playing.