Abstract
This paper presents research on the history of German art education pedagogy and what we can learn from it. Gunter Otto (1927-1999) was a German academic pedagogue of art education. In the book Art and the Process of Education in 1964, he formulated "art" as "art as the process," and the matter of art education as "art in the process of art education" (art education to be constructed in the process). His theories gained richness from absorbing the results of the pioneering researcher Reinhard Pfennig, although Otto does not refer to this. However, what they have in common is the idea of grasping the potentalities of modern art education theory through a dynamic perspective on and understanding of art education and art education pedagogy. This paper uses the case studies of Otto and Pfennig to clarify the history of German art education pedagogy, how it was created in Germany, and what understanding we can gain from it. The latter was the seed of the former's academic work, but has remained almost unknown and unresearched in Japan.
