Abstract
Art education during wartime marked a leap forward from the previous drawing instruction. Other than their wartime themes, the wartime art education persisted into the ensuing period in occupied Japan. To demonstrate that wartime education, although incompatible with the conventional post-war narrative, found continuity in post-war education, I first highlighted the fictional nature of the conventional post-war image. Furthermore, I espoused Yamanouchi’s theory, which posits that a total war system was established during the war, which continued even after the war. Wartime art education exhibited a high level of relevance to a productive society, was carried over into post-war art education. Based on Yamanouchi’s theory, I proposed a novel interpretation that corresponds to the social perception of art education since the 1960s, characterized as a consumer society, and the contemporary art education reflective of a high information society. I proposed a new classification of the history of modern Japanese art education.
