Abstract
This research aims to clarify when the historical role of the Sozo-Biiku movement ended. Theauthor first divided the movementʼs transition into two periods, with the end of the 1950s as themovementʼs turning point. Next, the author clarified the movementʼs historical role in eachperiod and considered when each role ended. As a result, the author explained that the precedingperiodʼs role was to propose an art education form suitable for the democratic society of Japanʼsearly post-World War II period. This role had ended by the end of the 1950s. Furthermore, theauthor demonstrated that the late periodʼs role was to provide the child-centered educationmodel as an alternative to the national educational reform that was intensifying bureaucraticcontrol and subject-centered education. This late role ended in the end of the 1960s, when thenationwide enlightenment activities of the Sozo-Biiku closed.
