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Article type: Cover
2013 Volume 34 Pages
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Article type: Appendix
2013 Volume 34 Pages
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Article type: Index
2013 Volume 34 Pages
i-iv
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Takashi AIDA
Article type: Article
2013 Volume 34 Pages
1-14
Published: March 25, 2013
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The purpose of this study is to discuss the results of a questionnaire survey conducted in order to shed light on how teachers specializing in art and crafts create teaching materials. The questionnaire included questions on: (1) reference materials and other resources that teachers consult when creating teaching materials; (2) aspects teachers hold important when creating teaching materials; (3) skills that teachers think are necessary for the creation of teaching materials; and (4) qualities and abilities that teachers hope to foster in children. The survey aimed to extract attitudes concerning the creation of teaching materials of teachers, who always try to grasp the actual condition of their students in their efforts to create desirable materials. In grasping their students' actual situations and tailoring materials to match, teachers demonstrate that they have invisible 'practical perceptions' for collecting information and creating teaching materials suitable for their students.
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Tetsuo ARAI, Norio KANAI
Article type: Article
2013 Volume 34 Pages
15-31
Published: March 25, 2013
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This study is part of a multi-faceted investigation into the expertise required of primary and junior high school art teachers by comprehensively examining the teacher training process and in-service training for teachers. This paper constitutes the first report of the study and it outlines findings from a literature review on the expertise required of art teachers. Through the literature review, this paper focuses on the technical skills aspect of the expertise required of primary and junior high school teachers to provide instruction on art. The following aspects are discussed: knowledge of the subject's essence and its basic structure; knowledge of and skills for teaching the curriculum content; knowledge and skills for developing teaching material; ability to provide instruction on expression skills and communication skills; understanding of children's developmental stages; ability to understand the child as an individual; ability to understand and comprehend children as a group; ability to self-evaluate one's classes and to improve classes; and ability to improve one's expertise through collaboration with colleagues.
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Yoko ARITA
Article type: Article
2013 Volume 34 Pages
33-47
Published: March 25, 2013
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This paper clarified the effectiveness of using catch-phrases for styles of artworks in art appreciation lessons looking at Buddhist sculptures. Firstly, the author points out that art appreciation lessons aim at attaining an understanding and reception of style, and that catch-phrases used to express style consists of words for feeling and words for images. A Semantic Differential Method investigation was carried out and showed that people, from schoolchild to art specialist, have similar feelings regarding seven styles of Buddhist sculpture. The increasing use of the feeling words in art history books was also pointed out. The elementary and junior high school lessons which the author designed and implemented showed that catch-phrases were effective both to express understanding and pleasure. As students grow in the upper grade, they are inclined to use more external forms of sculptures as a standard to discriminate styles, but they shall integrate the external forms and aesthetic judgment of styles. The use of external forms as a standard to discriminate styles seemed to increase with school grade, but students were seen to integrate external forms and aesthetic judgment of styles. This study also suggests the need for a thesaurus for art appreciation because student's lack of vocabulary is a problem when making catch-phrases for art style.
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Kyoichiro ANDO
Article type: Article
2013 Volume 34 Pages
49-60
Published: March 25, 2013
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This paper discusses issues related to copyright law that art teachers need to take into account when they prepare or use art for educational purposes. We especially focus on the use of copyrighted online art materials. Our discussion involves Article #35 of the Japanese Copyright Law and looks closely to the use of art materials under the public domain. We discuss the difficulties of handling such online materials and conclude that new rules are needed. We also point out that a new situation has evolved such that under the existing copyright contracts an artist's material is covered by the two standards of copyright law and individual contract.
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Satoshi IKEDA
Article type: Article
2013 Volume 34 Pages
61-73
Published: March 25, 2013
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The aim of this study was to generate a theoretical model of student-teacher involvement in art activities for children with severe multiple disabilities. In particular, the author focused on assistance provided by teachers. The author used ethnomethodology as a qualitative research technique to study activities in multiple disability classes in special needs schools. In the study, concepts and categories related to involvement were generated by qualitatively analyzing field notes and interview data. The following categories of involvement were identified: support through materials and tools; communication; and the creation of a psychologically conducive environment.
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Tomoko UENISHI
Article type: Article
2013 Volume 34 Pages
75-90
Published: March 25, 2013
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This paper describes the process of how art education leads to self-understanding through an analysis of the results of a survey of reflections on the creative experience of making a collage. It looks at the integration of expression and one's appreciation of one's piece of art, and focuses on the "otherness" found in the process of dialog. Making a picture involves a dialogue with an internal model that incorporates otherness, and enables a creative interpretation as seen from the standpoint of another person. Through linking the making and acceptance of one's own artwork, both of these become part of one process. By becoming aware of fragmentation or gaps, the person internalizes the sense of 'otherness,' which has its roots in a child's process of forming a consciousness of self. Through becoming aware of these emotions, memories of expectation, intuitions, and anticipations, the person is able to face their past, present and future, and able to enter a process where they can find themselves.
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Hiroshi UEYAMA
Article type: Article
2013 Volume 34 Pages
91-106
Published: March 25, 2013
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This research is a part of a series of basic research that aims at the generalization of 3D animation teaching materials in art education. The previous studies have suggested a study support system utilizing cooperative learning as an instruction method, focusing on the importance of the educational content of 3DCG expression, the difficulty of instruction, and a method of instruction that allows teachers to overcome these difficulties. In this study, a group of students similar to a class experienced an experimental educational activity based on the method developed from the previous research, and the effectiveness of this activity examined. As a result, the following issues relating to instruction in expressive activities using computers were found: the need to have a good understanding of the group being taught; the need to be able to handle operation mistakes in fundamental study; and the need for a backup system to cope with any trouble that may occur in the system.
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Yoshiichi OIZUMI
Article type: Article
2013 Volume 34 Pages
107-120
Published: March 25, 2013
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This study is part of an ongoing study on the speech of teachers in art and crafts classes. Through the study of the speech of teachers, it examines the role of the "third educational language." The results show that the "third educational language," in the forms of "silence" and "paralanguage," has the role of complementing the emotional expression of the teacher and may help children grasp the content of instructional speech given in the "first educational language." The study also suggests that the special use of 'irony' in these classes has the role of stimulating initiative in children. These aspects of speech reveal the educational beliefs of the speakers, that is, the teachers. From this a hypothetical image of an art teacher embodying the "educational atmosphere" proposed by Otto Bollnow was presented.
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Kyoko KATAOKA
Article type: Article
2013 Volume 34 Pages
121-132
Published: March 25, 2013
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This paper focuses on interactive emotion between adults and children and the reality of dialogue, and examines the adult's role in the process of children's expression. A child's emotional expression is "a system for relating to others", so children form relationships between themselves and others and this is based on basic trust built through emotional interaction with adults. Particularly, when children are involved in plastic arts, adults can help them form representation and systematize their expression through dialogue. However, to do this it is important that adults do not prepossess human models or have negative emotion. This paper examines this theme using episodes incorporating dialogue between children and adults. It also suggests a classification of the functions of the adult's emotions that direct children's expression, in the light of the mechanism of human emotions based on the hierarchy theory of the brain.
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Ryo KITANO
Article type: Article
2013 Volume 34 Pages
133-145
Published: March 25, 2013
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In Japan, MoMA's Visual Thinking Curriculum (VTC), an educational program introduced in the late 90's by Amelia Arenas, has garnered much interest amongst art educators. In this paper, I refer to the VTC-based practices used in Japan as "Dialogical Appreciation". This study aims to clarify the aestheic background of Dialogical Appreciation, and discusses a reexamination of art education through communication. Specifically, I consider the theories described in "The Open Work" (Umberto Eco), "Relational Aesthetics" (Nicolas Bourriaud), and "Antagonism and Relational Aesthetics" (Claire Bishop) to be aesthetic theories of Dialogical Appreciation. Utilizing this theoretical background I describe the idea of "Half-Openness" as a way of contributing to current understandings of VTC in Japan. "Half-Openness" is a dialectic between text / context and agreement / antagonism, that occurs at various levels of communication from individuals to communities. I conclude that "Half-Openness" forms the base of Dialogical Appreciation, and propose its potential for wide application in art education.
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Tetsuo KIYOTA
Article type: Article
2013 Volume 34 Pages
147-159
Published: March 25, 2013
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Kagami Asobi (mirror play) is part of the standard curriculum of regular high schools in Japan. With this understanding, we investigated the correlation between spatial perception and task awareness of high school students. In line with the two main subdivisions of spatial perception of Kagami Asobi, it is possible to further divide them into eight distinct divisions. By superimposing Richard Gregory's four illusion appearances, we elucidate the structures that correlate with the eight divisions of spatial perception. Furthermore, by observing creative work independently developed by students through Kagami Asobi, we confirm that Kagami Asobi and spatial perception are indeed correlated.
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Keisuke KIRITA
Article type: Article
2013 Volume 34 Pages
161-175
Published: March 25, 2013
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In this paper, by using a phenomenological method of thinking, I attempt to abstract an epistemological model from Kant's philosophy of which the starting point is sensibility, and to construct the "inner perspective" that all the teachers are able to share understandings about art and handicraft in principle, and especially the art subject, "Bringing Sensitivity into Play." Discussion focuses on two interpretations of that subject using the model named "faculty-correlative schema of representation." One is a narrow sense, "while accepting diverse appearances with their sensibility," and the other is in a wide sense, "while discarding their misunderstandings of things through sensing appearances, and expanding the possibility of their experiences."
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Makoto KURIYAMA
Article type: Article
2013 Volume 34 Pages
177-189
Published: March 25, 2013
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This study revealed how "moving images" are expressed in the process of narrative drawing expression of children in the schematic stage. In this study, drawing process analysis sheets were used and the drawing process of children was examined from the viewpoint of visual context and narrativity. The results indicated the following: 1) Conceptual figures may change flexibly according to the context of the narrative expression. 2) Feelings and experiences may be recalled from figures, and at times may induce moving images. 3) The process of narrative expression may include other means of expression, like gestures; however, there are three stages before this transitions into drawing expression. 4) Sometimes the passage of time is expressed through various characters drawn in a single frame or by adding background to the picture. The passage of time within the drawing process is often reset during the final stages of structuring the picture, creating the possibility of a new narrative.
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Aya KOGUCHI
Article type: Article
2013 Volume 34 Pages
191-203
Published: March 25, 2013
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Grade 3 elementary school children have been found to appreciate works of art from two perspectives: "inner" and "outer." In this study, the author investigated the essence of children's attitudes towards art appreciation. This study hypothesized that children's "inner" comments were empathic, while their "outer" comments were critical. In the art appreciation classes of this study, children were asked to write both "inner" and "outer" comments. They were found to write comments as described in this hypothesis. It was also revealed that children seemed to find it difficult to share empathic comments with friends, but found it easy to share critical comments. Although children seemed to be more interested in "inner" comments at this age, we guess that they will become more interested in "outer" comments as they grow older.
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Tsukasa SASAKI
Article type: Article
2013 Volume 34 Pages
205-216
Published: March 25, 2013
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In Singapore, a new art syllabus for primary schools was implemented in 2009 and new textbooks were published along with it. The period was not very long between the new syllabus and the previous one implemented in 2002. The policies for educational reform that emerged over this period are reflected in the new syllabus. The major points of this educational reform, based since 2005 on the slogan "Teach Less, Learn More", and including recommendations from the "Report of the Primary Education Review and Implementation Committee" in 2009, corresponded with the aims and contents of art education shown in the new syllabus and textbooks. In the curriculum reform designed to maintain a balance between skill and value with less emphasis on formal knowledge, art education was interpreted as learning which develops students' skills and values to create meaning in art in various contexts.
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Hiromasa SHIDO
Article type: Article
2013 Volume 34 Pages
217-229
Published: March 25, 2013
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The purpose of this study is to explore the possibilities of art classes in junior high schools by promoting social interaction between teachers and museum curators. The study begins with reexamination of a number of preceding attempts of cooperation between schools and museums. A big problem seems to lie in the fact that the teachers did not play a leading role in controlling the class while actively cooperating with the curators. This study suggests that the teacher and the curator should actively interact to make possible what either cannot realize alone. It also suggests that it is crucial to promote social interaction between schools and art museums to enhance junior high school art classes.
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Yukiko SHIMADA, Yuko OHGAMI
Article type: Article
2013 Volume 34 Pages
231-242
Published: March 25, 2013
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This study investigated how children assign images when they are presented with diagrams of shapes. In individual interviews, the children were presented with diagrams of shapes (triangles, circles and squares) and asked what they associate with the shapes. There were a total of 76 children in the study. Differences depending on age, sex and diagram were observed based on the following three points:1) the number of associated images made for a presented diagram; 2) the type of associated image (divided into the five categories of living object, food, nature, man-made object, and other); and 3) the time until a child expressed the first associated image word or content of the image. The result showed that circles tended to be more easily associated with a greater variety of objects in a shorter time compared with triangles and squares. This tendency was the same for both sexes and both age groups of children. The results were considered from the viewpoint of children's development of shape recognition and childcare environment, and also indicated that knowing the characteristics of shape would stimulate one's creativity in art activity.
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Yoshie SHIMADA
Article type: Article
2013 Volume 34 Pages
243-259
Published: March 25, 2013
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This study investigates the significance of supportive relationships between children and adults. It follows on from my previous research of adults making conscious efforts to support their children in developing their own individual personality and inherent creativity. As a suitable example for this research, a small group of two mother-child pairs was selected, and the process through which the parents provided their children with occasions to play creatively was observed in terms of the change in the relationship between the parents. We were able to observe that through collaborating to provide places for children to play creatively, the parents could realize the necessity of mutual understanding and the importance of learning together. In conclusion, the attitude of trying to understand others as who they are and appreciating materials for the creative use they may have, was found to be significant. Moreover, this may lead to further understanding of oneself and becoming more open to gaining knowledge of the outer world in the context of building relationships with others.
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Satoru SUGIMOTO, Takeshi OKADA
Article type: Article
2013 Volume 34 Pages
261-275
Published: March 25, 2013
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In recent years, workshops have become a popular means of providing art education at art museums in Japan. However, since very few facilitators conduct workshops in Japanese art museums, the training of facilitators is an urgent issue. To solve this problem, we need to develop an educational program for facilitators based on an examination of the process through which facilitators acquire expertise. In this study, we observed the activities of novice facilitators at a workshop and administered a questionnaire to them. Using the KJ method, we categorized the facilitators' responses to the questionnaire and their discussions during meetings. As a result, we discovered that the following four aspects are important for novice facilitators' learning: learning about facilitation, understanding of workshop, learning how to appreciate and create artworks, attitudes toward daily life.
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Atsuko SUZUKI
Article type: Article
2013 Volume 34 Pages
277-290
Published: March 25, 2013
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In this study, we regard the creative process of expression activities in art education as "reconstruction of experience," based on the concepts of experience suggested by Hegel, Husserl, and Dewey, and investigate how this "reconstruction of experience" is related to human formation. The process of "reconstruction of experience" can be structured as a "cycle of experience" consisting of "recall", "selection", "practical use", "integration", and "consciousness." In this paper, we propose a teaching method for art education that uses this concept of "cycle of experience." This teaching method is one that aims to attain higher levels of student experience through continuity of thought.
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Mikio SUZUKI
Article type: Article
2013 Volume 34 Pages
291-305
Published: March 25, 2013
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In my last paper two years ago, I tried to research into one inner exiled German modern art professor named Willi Baumeister who had challenged to reform Art-Academy of Stuttgart after 1945 and taught new generation the concept for new art and art education there after the World War II. This time, it was intended to research into how Willi Baumeister constructed his idea of modern art as an artist of his career in Paris and as an inner exiled artist under the Third Empire. After the destruction of Hitler Regime, he expressed his sprit of modern art, and qualified its social meaning, supported by tolerance, free expression, modern humanity, democracy and so on in the discussion of 1950 in Darmstadt. He qualified the meaning of "l'esprit humain et libre" with respect to "pluralite artistique", and with them he prepared the ideas about the Reformation of Art Academies (Art Colleges).
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Fumiko TAKAHASHI
Article type: Article
2013 Volume 34 Pages
307-318
Published: March 25, 2013
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This paper discusses the effectiveness of using 5-7 syllable pattern phrases as expressions of theme and appreciation in junior high school art classes. The 5-7 syllable pattern was proposed as a phrase, and not as haiku or tanka. Using this tool, students were able to describe their feelings about their works of art more accurately than when they write a usual theme description using a combination of two or so words. Moreover, when used in art appreciation, the 5-7 syllable pattern phrases advanced students' appreciation level from naturalistic descriptions to narrative interpretations and essential intuitions. Thus, this study was able to show that the use of this pattern phrases for themes and appreciation of art works is effective in educational activities in art classes in spite of being of limited syllables.
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Yasushi TACHIKAWA
Article type: Article
2013 Volume 34 Pages
319-330
Published: March 25, 2013
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The study explores the relationship between physical sensations in everyday life and the process of generating images through investigating new possibilities in art expression in elementary school art classes. In this paper, emphasis was especially placed on understanding and transformation of the 'experience of senses' arising from words, and how images become expressed. The study clarified that the process of generating images accompanies actual physical sensations in everyday life. It also clarified the significance and possibility of using the characteristics of sensations that work as triggers to expand polysemic and pluralistic creative thinking.
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Yoshikazu TACHIHARA
Article type: Article
2013 Volume 34 Pages
331-346
Published: March 25, 2013
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The aesthetic property sensing method is a technique that encourages the evocation of aesthetic properties by having pupils complete worksheets as they identify characteristics related to the content and method of a piece of art. In this study, pupils used this technique to discern various aesthetic properties of Katsura Funakoshi's sculptors (human figures). Value feelings were identified as positive or negative, and served as the main instigators in the art appreciation experience. Using this method, pupils were able to write one-sentence summaries and threads of reasoning for each artwork. After overcoming some initial feelings of discomfort with Funakoshi's works, pupils were able to sense the theme as being a narrative of people supporting each other, and of connection and bonds. Through completing worksheets as part of the lesson, pupils appeared to have developed a deeper sensitivity of humanity.
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Megumi TANNAI, Kazunami MINE
Article type: Article
2013 Volume 34 Pages
347-355
Published: March 25, 2013
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In this study, we considered how students form attachments to their work in art classes of junior high school. First, we conducted interviews of 40 students to find out when they formed attachment to their work made in art (monozukuri) classes in school. Based on this, the reasons why the attachments were formed were categorized according to meaning and the frequency of each category was calculated. The results indicate that 'having a feeling of accomplishment and achievement' and 'convenience' were especially important in forming attachment in art classes of junior high school.
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Kei NAGASAWA
Article type: Article
2013 Volume 34 Pages
357-366
Published: March 25, 2013
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This study looks at how art education has contributed to the understanding of family issues and examined how the concept of gender acts on traditional mother-child images in the West. In traditional Western images of the Madonna and child, both Jesus and the Virgin Mary are depicted as having human bodies, and as intimately connected. Based on this, we studied the effectiveness of appreciation of art depicting the mother-child relationship as a means of developing an understanding of gender. In conclusion, through focusing on the concept of gender in the appreciation of mother-child art works, we suggest that art can contribute to human relationships, multicultural issues, and cross-cultural understanding.
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Tatsuya NAGASE
Article type: Article
2013 Volume 34 Pages
367-379
Published: March 25, 2013
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In this paper, I examined the achievements and progress in drawing education in Akita Prefecture after the Study Meeting for Drawing Education held in 1923 to Yamamoto Kanae's arrival in Akita in 1928. Through analyzing articles from local newspapers of the time and education materials, the following three facts were found: 1. Exhibitions of drawings were held throughout the prefecture. At Akita Women's Teacher Training Institute Elementary School such exhibitions were held continuously. Printing education was also provided. Thus, certain results and progress were achieved in the education of drawing and "jiyuga" in Akita. 2. Western-style painters, Yata Itoh and Shunosuke Kanazawa, were involved in drawing education. There was also a study group called Rokuyoukai for elementary school teachers to practice drawing skills for teaching. 3. The view that art education was important become popular, and many viewed children as artists.
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Masashi NISHIZONO
Article type: Article
2013 Volume 34 Pages
381-392
Published: March 25, 2013
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In this paper on linguistic activity in art education of junior high school, I attempted an analysis of the role of language in art expression through practical classes using mimetic words, and presented a vision of the potential of linguistic activity in art classes. First, to clarify the relationship between art experience and language, I introduced the role of language in art education from a theoretical viewpoint. Then, I examined how mimetic words were introduced into the process of making artwork in practical art classes. Doing this seemed to generate inner experience related to qualitative experience and deep awareness, and we could see that language is related to the creation of artwork. I suggest that this method of art education can contribute to character building and to changing our views of art and the world.
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Tadakazu HASHIMOTO
Article type: Article
2013 Volume 34 Pages
393-406
Published: March 25, 2013
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International exchange between schools has attracted attention as a means of education for international understanding. However, it is often difficult for individual Japanese schools to find overseas schools to do exchange with due to time and budget constraints. Another difficulty is that undertaking these programs requires a lot of communication. For these reasons there are few joint studies or joint productions. This has hindered the creation of a learning environment geared towards developing holistic global perspectives such that children can learn to make judgments while prioritizing the environment on a global level. In this study, I focus on a collaborative mural made by pupils of Tegaera Elementary School and Canada, and discuss the educational benefits of this international exchange. We found that the various communications that were part of this collaborative project lead to improvements in pupils' communication skills and cross-cultural understanding on one hand, but to an increased burden on teachers on the other.
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Takashi HATSUDA, Tomoko INOUE
Article type: Article
2013 Volume 34 Pages
407-418
Published: March 25, 2013
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Although there are numerous studies about relating art to sound, this field is rarely put into practice in art classes in schools. The purpose of this study is to investigate why it is rare and to describe the value of the activity of "drawing sound". First, we carried out a questionnaire survey of primary school children, university students, and school teachers about drawing sound. The results indicated that most children have a good impression of this activity, while most university students and teachers had difficulty in finding value in this type of activity because they had never experienced drawing sound. Based on the results of this survey, we classified methods of drawing the form of sound into five categories. We also discuss the potential of "drawing sound" activities in art classes.
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Shuji HARUNO
Article type: Article
2013 Volume 34 Pages
419-429
Published: March 25, 2013
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Learning about architecture in art classes is useful because through it we can become conscious of the beauty of space, we can see the connection between life and art, and we can feel the freedom and the spread of creativity of art. Thus, architecture has often been adopted in art education. Focusing on unbuilt architecture, this study explores the possibilities of architechure in art education through introducing the work of Yona Friedman. It discusses a series of classes (nine lessons) in which third-year junior high school students created models using styrene and paper, materials that are often used in architectural models. The students works were then hung from the ceiling to create a kind of spacial city.
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Eiji HIRANO
Article type: Article
2013 Volume 34 Pages
431-442
Published: March 25, 2013
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This paper investigates the curriculum concepts for handicraft education proposed by Abe Shimekichi. Abe Shimekichi was involved in handicraft education from the later half of the Meiji era to the first half of the Showa era. The development of liberal education during the Taisho era influenced handicraft education, and also Abe's curriculum concepts. This paper presents a comparison of Abe's handicraft education techniques with those of Takashi Ishino, a contemporary of Abe's. The comparison revealed that Abe's method showed a move away from a method based on efficiency through teaching all together, to a method which allowed individual children to set their own topics.
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Yuri MAKINO
Article type: Article
2013 Volume 34 Pages
443-454
Published: March 25, 2013
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This paper traces the history of drawing education in the Meiji period through an analysis of Meiji period wall pictures and paintings of Maizuru Kindergarten (located in Kyoto). Our analysis of these wall pictures indicates that the four and five year old children of the kindergarten at that time may have had opportunities to see authentic handwritten wall pictures and paintings. The influence of Japanese-style painting of the region can be seen in some of the wall paintings done by the children and this suggests that viewing artists' paintings directly contributed to the development of children's art expression.
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Kazuhiko MURAMATSU
Article type: Article
2013 Volume 34 Pages
455-467
Published: March 25, 2013
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The purpose of this paper is to clarify whether the subject objectives of junior high school art education can foster the development of a rich aesthetic sensitivity in students. Changes in wordings related to "aesthetic sensitivity" in postwar government guidelines for teaching were surveyed. A matrix was constructed for the objectives of second and third grade art education and these were examined in terms of McLuhan's four laws of media. The results of this analysis indicate that although fine arts education as a system cannot solve the problems which children and schools have or foster aesthetic sensitivity in students, art itself can bring children a feeling of the extension of self and through restoring a sense of humanity it can help foster aesthetic sensitivity in students.
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Ikuyo WAKAYAMA
Article type: Article
2013 Volume 34 Pages
469-477
Published: March 25, 2013
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The purpose of this study is to clarify the theoretical concept of "as if" creative molding activity in free-play situations of kindergarten children. In this paper, I hypothesized that children who are motivated to create and reproduce are able to find correspondence between material and their knowledge when they are in free-play situations. Based on this hypothesis, I observed five-year-old children in free-play situations. I was able to confirm that when children found correspondence and expressed this as art, they seemed to be motivated to create and reproduce. It was suggested that the theoretical concept of "as if" creative molding activity had ecological validity.
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Manabu WADA
Article type: Article
2013 Volume 34 Pages
479-495
Published: March 25, 2013
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This paper investigates the appearance of the subject of craft in the art department of National Schools (elementary schools) and junior high schools in wartime Japan. The creation of the subject of craft was determined in meetings of the Council of Education and the Ministry of Education from 1939 to 1940. This paper investigates the process of these meetings through documents and newspaper articles related to education. From this study we could see that the subject of craft developed from manual training.
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Article type: Bibliography
2013 Volume 34 Pages
497-508
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Hideshi UDA, Kingo MASUDA, Testuya HASEGAWA, Yoshiaki YAMADA, Yoshikaz ...
Article type: Article
2013 Volume 34 Pages
509-546
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Article type: Appendix
2013 Volume 34 Pages
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2013 Volume 34 Pages
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