Abstract
This study explores the theory of open form and its application in educational and architectural spaces to help develop art education that focuses on space and place. It relies on two key sources of data: an interview with the curator of the Museum of Modern Art in Warsaw and a review of Oscar Hansenʼs work. Several key themes arise from the data analysis, including the need to address hierarchical structures in education, foster dialectical approaches, align with avant-garde movements like Metabolism, and reference Japanese architectureʼs ambiguous boundaries. These findings provide direction for future research in Japanʼs art education, such as reexamining space and place through open/closed perspectives, emphasizing everyday living spaces and architecture, and enhancing the flexibility of the art education system to strengthen societal connections.
