抄録
In the field of dance education in schools in Japan, the terms “self”, “image” and “expression” are used repeatedly. However, the issues of what kinds of meanings can be “expressed” or the ways in which “images” are interposed have not been reexamined. The aim of this paper is to attempt to theorize these issues.
Using S. K. Langer's philosophy, the study was based on her debate over logical meaning and psychological meaning from the standpoint of dance as a shared symbol of multiple subjectivities.
The results of the study suggested that existing research on dance education has tried to understand dance education from a psychological meaning, that is, based on the assumption of a learning process of being assigned a theme grasping its image and transforming it into movement. A framework for interpreting dance education through logical meaning was thus proposed. As result of this proposition, the “images” are not of theme but of movement.
