Abstract
The legal binding force and enforceability of National standard now extends to classes related to teacher training in courses at the university due to the core curriculum of teacher-training courses. Such was the context in which we examined the National standard in principle in terms of how they related to curriculum standards. Based on the subsidiary principle, which is specified in the Constitution, we determined the ranking of Japan’s National standard in comparison to those of other countries and found differences in opinions between the executive, judicial, and legislative branches. In addition, we analyzed art education National standard, which revealed the following issues: (1) internal intervention, (2) that descriptions of teaching methods are being written in increasingly finer detail, and (3) that contemporary art and design that is not based on plasticity is spoiled.
