Abstract
This study aims to construct a basic methodology for childrenʼs proactive learning of expressive activities in the art and handcraft fields. First, we hypothesized the structure of childrenʼs proactive learning. A hypothesis was that childrenʼs proactive learning forms rich images and questions based on them, and they think and try to express them. Next, we planned a lesson based on the hypothesis and implemented it. Concretely, we could plan a lesson based on “questioning at the lesson structure level” to encourage the formation of childrenʼs questions and “questioning at the lesson process level” to guide children toward solving their questions. Based on this plan, we practiced two classes. The results showed that proactive learning can be realized using this method of structuring questions, and that we could compose questions according to the characteristics of the lesson content.
https://ror.org/059x21724 
