In April 2023, I was a lecturer on the topic of “Music Education and Copyright” as part of a training program for the Music Department of the Itabashi Ward Education Association in Tokyo.
The lecture lasted 30 minutes. We shared PowerPoint via Zoom, an online conferencing tool, and used AhaSlides, an interactive communication tool, to make the lecture enjoyable.
In addition, a special website was created and introduced so that supplementary materials could be viewed after the lecture.
The contents were “Basics of Copyright,” “Copyright in Schools,” “Points to Keep in Mind for Online Classes and Event Delivery,” and “Society for the Administration of Remuneration for Public Transmission for School Lessons (SARTRAS). In addition, I answered questions received in advance from the participants.
The target audience consisted of about 40 music teachers from elementary schools in Itabashi Ward, Tokyo.
Ice break before the training.
The participants experienced various functions of the Ahaslide, such as the survey function.
First, I asked the participants about their teaching experience: 18 had been teaching for 1-10 years, and 22 had been teaching for 11 years or more, a 50-50 balance.
Next, I asked them about their favorite lyricists and composers. In considering copyright, reaffirming the existence of the creator and love for the creator is an important cornerstone.
The word cloud function of AhaSlide makes the letters larger when there are more votes. Among the public domain masters such as “Chopin,” “Bach,” and “Beethoven,” the answers also include currently active authors such as “Paul McCartney” and “Joe Hisaishi.
We gradually entered the world of copyright.
I asked the audience if they knew the words related to copyright.
While many participants knew “copyright” and “JASRAC,” the results showed that “Article 35 of the Copyright Act” and “SARTRAS” were not well known.
Answers to questions submitted in advance by participants
Questions received from participants were answered.
Normally, I answer them at the end of the session to make sure they fit in with the part on copyright theory we will discuss in the first half of the training, but this time I answered them first because I did not think we would have enough time to do so.
Q. There are less restrictions on copyright for items used in the classroom, but what about items handled in a concert?
Q.Regarding the handling of YouTube in classes. Is it acceptable to play only music without using visuals?
Q. We cannot afford to purchase expensive sets of CDs for all the students in the class, so we are using Google Classroom to distribute them, but to what extent is this acceptable?
Q. Is it acceptable to use Google Classroom to show a video of a teacher singing while playing the CD that comes with the textbook as accompaniment?
Copyright in Music Education
As one theme for learning about “the function of sound and music in daily life and society” as described in the Courses of Study, I introduced my case in which I took up intellectual property rights as a class material. I talked about the fact that it is not a special content and how it is positioned in the annual lesson plan.
Next, I talked about copyright and our relationship with it in order to make it more familiar to participants.
In “Life, Society, and Copyright,” he introduced fast movies, character-filled cakes, piracy, and teller novels.
In “Children and Copyright,” I introduced cases of arrests and prosecutions of junior high and high school students for copyright violations.
As for “Teachers and Copyright,” I introduced cases of copyright violation by unauthorized use of illustrations in school newsletters, etc., which occurred from September 2022 to March 2023.
Then, before going into the main topic of the training, I introduced my training motto, “Starting today, from yourself, from what you can do.
The participants had been doing it in the past,” “That teacher or the next school is doing it,” “I don’t have the money or time to get permission,” and so on… I told them to start “from today, from yourself, from the things you can do.
After explaining the basics of copyright, I talked about copyright in study guidelines, textbooks, teacher employment examinations, and extracurricular activities.
Next, after explaining the contents of Article 35 of the Copyright Act and that “schools are exceptions” and the conditions under which exceptions can be made, we talked about the “compensation system for public transmission for class purposes (SARTRAS).
When I asked the participants if they had ever conducted online distribution of school events, more than half of the participants had done so in their schools. So we also talked about the parental notification required for online distribution.
Finally, I introduced the Agency for Cultural Affairs, CRIC, SARTRAS, and my website as ways to learn about copyright.
I was invited to speak at this lecture by Kyoiku Geijutsu-sha, a publisher of music textbooks and sheet music.
Comments from the participants
・I didn’t know much about copyright.
・The 30-minute lecture was too short.
・I wanted to hear more.
Comments from the person in charge of planning this lecture
I realized that copyright issues exist in my daily life. My vague concerns about copyrights have been resolved. I will try to obtain correct knowledge.
Conclusion
Since this lecture was targeted at music teachers, I spoke from the position of copyright in music classes.
From now on, we will start applying and practicing for external competitions, etc., as well as events within the school. I would like to share my knowledge of copyright with all music teachers.
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