Abstract
Gift-exchange pedagogy of fine arts has two exchange directions, one vertical within the individual and one horizontal between the teacher and the learner. Comparing the former with Maruyama’s and the latter with Hamada’s linguistic occurrence theory, we clarify the system of gift-exchange. Gift-exchange has inevitable deviations as a textual theory of semiotic says, that deviations forms the base of individuality and freedom of individuals. Considering the author’s mental three element theory, Gagne’s five learning outcome theory and Koizumi’s time theory on curriculum guideline, the author argue that the power and structure of thought, which are attached to present time, has been the center object of art education. It is clarified that art expression and appreciation is promoted by educational practice through teaching materials with five hierarchies.
https://ror.org/00sjd5653 
