Abstract
This study investigates the effectiveness of “simplification, omission, and emphasis,” as prescribed in the national Course of Study, as instructional strategies for studentsʼ conceptualization (kōsō) in lower secondary art education. Through classroom practice using three different assignments, studentsʼ thinking and behavior in the conceptualization process were closely analyzed. The findings indicate that these techniques foster deeper cognitive processes, enhance expressive and communicative impact, support productive transformation during making, and promote shifts in studentsʼ attitudes toward learning art. Through repeated trial and error in applying these methods to their works, students expanded and refined their concepts, leading to higher-quality outcomes. The study concludes that “simplification, omission, and emphasis” function not merely as formal techniques, but as key means for students to examine the “theme” and essence of their subjects and to pursue their own expressive intentions.
