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2020 Volume 41 Pages
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Published: 2020
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2020 Volume 41 Pages
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2020 Volume 41 Pages
i-iii
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Takumitsu AGATA
2020 Volume 41 Pages
1-15
Published: 2020
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In the domain of art and art education, the words “expression” and “creation” have been similarly used to mean drawing a picture, making a piece of work, and so on. This study aims to clarify the original meaning of each word and the differences between them. The study finds that “expression” is regarded as “communication” through which an individual appeals or extends something to other individuals. “Creation” is viewed as an extension of “play,” in which individuals enjoy exploring new stimuli or environments. After verifying the roots of the two words, this study examines the essential conditions for the educational practices that target expression or creation. In addition, it also discusses how to facilitate and deepen the practices of expression and creation through appreciation activities.
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Yoko ARITA
2020 Volume 41 Pages
17-31
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We review three stages that led to a systematic approval process of fine art edagogy of Wakayama University. The first-stage: saw fine arts teachers shifing from normal school to university, every teacher have common lessons of fine arts instruction besides the famous artist who invited. Like many universities, no specialist in art pedagogy. In the second-stage: through intense negotiation with the Ministry of Education, the subject of painting and sculpture were settled in 1964. An art pedagogy post was added in May, 1972, and a specialist was employed in December the same year. Although the specialist cordinated with staff and their research. But art pedagogy remained not to be clearly recognized by university. During the third-stage, in 1991 an additional specialist was employed in 1991. A branch of fine arts in within the postgraduate course was established in April, 1993, ieading to the systematic foundation of fine art pedagogy at Wakayama University.
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Kencihi OSHIMA
2020 Volume 41 Pages
33-44
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The elementary school attached to Nagano Normal School held the Elementary Schools Association’s Subject Research Conference in Nagano Prefecture for Drawing and Handicrafts Education in 1915. The conference was summarized in a report titled The Research Bulletin of Drawing and Handicrafts Education by Elementary Schools Association’s Subject Research Conference in Nagano Prefecture. This article aims to clarify how the art teachers of Nagano Prefecture at that time perceived educational drawing as described in that bulletin. The following conclusions become clear: Most teachers who attended the conference understood the concept of educational drawing, especially the importance of aesthetic education. At the same time, they pointed out that Shintei-Gacho was too advanced for their students, although they provided little critical examination because most of them had no set standards for the same. Even then the “Shirakaba-Teachers” could criticize and challenge educational drawing and Shintei-Gacho based on their own understanding of art.
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Masashi OKADA
2020 Volume 41 Pages
45-56
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This paper focuses on the Annunciation, discusses the inclusion of a painting featuring this subject as a learning object from multiple aspects, and proposes the original program of appreciation learning. While the study chooses an Italian painting, its focus is on the Late Gothic preceding the Renaissance, which has been the author’s primary theme in previous studies. The geographical highlight is Siena, which is relatively peripheral compared to cities like Florence. Selected artist is Simone Martini, a prominent figure of the Sienese School and a well-known name in Japan. he led the International Gothic style to flourish through his international influence. In his altarpiece, The Annunciation (1333), the angel and Mary face with each other against a golden backdrop. To effectively proceed with reading-oriented appreciation plan, a ten-step learning model was designed. This paper lays out its first five items. The remaining items shall be discussed in the subsequent paper.
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Interviews with Students Participating in Art Projects
Chie KAJIWARA
2020 Volume 41 Pages
57-67
Published: 2020
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This study analyzed two art projects conducted at schools in the Miyagi Prefecture immediately after the Great East Japan Earthquake of March 2011 to clarify the underlying artistic significance of each. The projects were titled the Higashi-Matsushima (Miyato) Reconstruction through Art Project / Children and the Nameplate Project. These were directly compared to assess any similarities and / or differences. Further, interviews were conducted with participants of the Nameplate Project; all resulting data were analyzed using the KJ Method. It was found that the Higashi-Matsushima (Miyato) Reconstruction through Art Project / Children focused on “care for the heart, ” while the Nameplate Project was designed “as a mechanism to accept the whole earthquake disaster, ” in which case students could become independent learners rather than healing subjects.
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Aya KATAGIRI
2020 Volume 41 Pages
69-84
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This paper considers the results of a questionnaire survey on the social goals and self-esteem of high school students in connection to the educational effects of image media expression in the context of collaborative learning, moreover it analyzes them together with the survey results examined in the author’s previous research. As a result of factor analysis, a two-factor structure is obtained for social goals and a five-factor structure is obtained for self-esteem. The author investigates the relationship between the four factors of educational effects from the previous study and the achievement goals, social goals, and self-esteem that the students perceived. As a result of correlation analysis, it is demonstrated that it is effective to improve mastery goal orientation, prosociality, compliance, self-expression, and fulfillment in order to enhance the educational effect of Mobilemovie through collaboration. Therefore, the relationship between this study’s results and social and emotional skills is suggested.
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The Structure of the Reference Source, and an Inter-students Gift-Exchange System
Kazuo KANEKO
2020 Volume 41 Pages
85-96
Published: 2020
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For building art pedagogy with a gift exchange system, the author addresses three issues; a basic chart of the gift-exchange cycle, the structure of the reference source, and a gift-exchange chart among the art learners. The basic chart is revised by adding the element of an “aesthetic idea.” The output process structure is more appropriate to this thesis than the area structure elements roots or input process one, so the structure is elucidated by using the concepts of operational memory and long-term memory in cognitive science. The art education process is constructed with a triple gift- exchange cycle; a vertical gift exchange in the reference process, a virtual gift exchange in the execution operational memory range and an exchange over their whole art education process. The other learner existence needed itself before a specific exchange like “discussion.” Then the author composed charts of exchanges between the learners or in a learning group.
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Jumpei KAMATA
2020 Volume 41 Pages
97-110
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This paper discusses the factors that comprise the actual situation of creation and transformation of expression themes by junior high school students in art education. Practicing with the subject matter of the handicraft field, I attempted to let them verbalize vague themes with keywords at the first stage of the idea-and-concept process to lead them to determine a theme based thereon. The results of the investigation of whether the initial keyword remained in the determined theme based on a questionnaire survey and student worksheets revealed that approximately 70% of the students changed the keyword. It was also found that the greater the keyword changed, the lower their satisfaction with the work tended to be. It was indicated that students with a larger gap in the word and the image of form are more likely to change the theme. As a result, they tend to be unable to focus on deepening the formative image.
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A Discussion on the Concept of “Clay Modeling” and its Historic Significance
Mutsuyo KAMIYA
2020 Volume 41 Pages
111-126
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In this paper, the researcher analyzes and considers the views and conceptions of clay modeling education held by Sozo Kurahashi based on his essay “Clay Modeling: The Life of a Child (2)” and related publications. As a result, it is clear that criticism of the craftsmanship and work-oriented “techniques” at the time is the basis of these views, based on Kurahashi’s position on early childhood education centered on infants’ daily activities. The concept of “clay modeling,” which expresses Kurahashi’s views on this area of education, includes his perspective on “art education” (“children’s art”) in addition to promoting child-centered modeling activities. This is highlighted by the terms “primitive artist” and “form making” in the text. These two points can be regarded as the main characteristics of Kurahashi’s views on clay modeling education and are exemplary of their progressiveness, which is thought to have been influenced by his keen sensitivity to new trends in the art world.
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Promotion of Curriculum Management by Building Relationships
Mitsuru KINJO, Tomoko NAGAYAMA
2020 Volume 41 Pages
127-139
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This paper is a report about the creation of a communication area to improve human relations among faculty and staff. The installation encourages dialogue by incorporating joint work in accordance with the curriculum management guidelines. In the questionnaire survey after the practice, a safe working environment and communication among employees were improved. In addition, it can be expected to result in a better support system for students.
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Expression of Ideal and Realistic Thinking
Aya KOGUCHI
2020 Volume 41 Pages
141-153
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This study examines first-graders’ and university students’ experience of and thoughts on artworks during appreciation. The information obtained from an art appreciation questionnaire was analyzed. The results revealed that first-graders tended to appreciate artwork by employing empathetic thinking. They understood the content of the artwork by imagining the context of the work. However, they had little awareness regarding artistic expression in the work. However, depending on the situation, college students employed empathetic and rational thinking. Subsequently, they understood the content and expression of the work.
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From the Viewpoint of Manual Skills
Hiroko SATO
2020 Volume 41 Pages
155-166
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The manual skill required to use scissors is related to the grip strength and stability of the thumb. Patients with thumb metacarpophalangeal (MP) joint hyperextension laxity may not exert sufficient grip strength, and the thumb may become unstable. In the medical field, severe congenital cases have been reported; therefore, we investigated mild congenital thumb MP joint hyperextension laxity in nursery schools and found 3 cases among 13 infants. We then, to derive assistance and guidance for these infants, analyzed the condition of hyperextension in terms of the direction of movement, joint movement, and point of emphasis. As a result, we found that the finger hole on the thumb side of a pair of scissors should be sized such that it does not reach the base of the proximal phalanx to stabilize the thumb, and that it was instructed to bend the interphalangeal joint when using scissors.
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A Practice of “Answer Art” in Cooperation with an Art Museum
Yuki SARASHINA
2020 Volume 41 Pages
167-179
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This study, in co-operation with an art museum, explored the possibility of junior high school art classes, focusing on integrating expression and appreciation. The study, based on prior cases, determined the current status and challenges regarding the integration of expression and appreciation, such as how art museums and schools should work together for collaborative learning. The conclusion was to integrate expression and appreciation under a specific theme. As a result, ‘Answer Art’, a theme under which expression and appreciation mutually complement each other was developed, practised, and validated.
As a result, it was found that the activities of expression and appreciation must take place in a mutually complementary way, with the main theme and the works of art as central points.
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onsideration of Basic Courses Connecting Art and Handicrafts in Elementary Schools with Subject-Specific Art Education
Akira TAKAGI
2020 Volume 41 Pages
181-197
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This paper examines the issues facing subject-specific art education, specifically basic design education in art-department teacher-training courses. We found some of the common problems in arts and handicrafts education, particularly in the practice of artistic play activities, and sought ways to resolve them. We report on how the Basic Design Exercises class is conducted within teacher-training courses at art faculties. We observe changes in forms of expression, from the idea of “artistic creation as an event that occurs when the human body encounters a material,” which was the starting point of 20th-century design and art, to developments in the advanced information- based world of today. We then consider new forms of artistic action whose expressions encompass people’s relationships with one another and with society and show the possibility for a basic course for the next generation in which the focus shifts from primary education to subject-specific education.
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From Rodolphe Topffer’s “Essai de Physiognomonie” to Learning Manga
Mio TAKABAYASHI
2020 Volume 41 Pages
199-211
Published: 2020
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In this study, based on character-modeling application of aesthetics, we propose how to address manga in art education.
To begin, we confirmed the position of the comic in art education, and the results and issues through a review of past and current research.
Next, by reading and interpreting Töpffer’s “Essai de Physiognomonie,” we confirmed that his thought also resides in the character-modeling of the present age. Research clarified that the character-forming technique was more remarkably used in the learning manga from the learning manga’s character description.
Finally, as a development from the character-forming technique to school education, this paper proposes three application methods for reading and interpreting pictures of romanticism, literacy of manga, and contact with the fields of social sciences and history.
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Hiroshi TAGO, Kazuji MOGI
2020 Volume 41 Pages
213-224
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There are not a few opinions that point out the necessity of color education for blind children. However, there is very little previous research. In this research, we are going to investigate the current state of color education in art education at blind schools, reveal its significance and meaning, present the process of developing the teaching materials and themes for color education, and ultimately standardize the curriculum. To this end, we are going to consider the support curriculum for visually impaired children to be able to use living colors in their lives, starting from the themes and teaching materials for them to raise interests in color, enrich images in association with words, understand color theories, such as hue circles, three attributes, and emotional effects of colors, and form their own images and preferences. Such research for children with disabilities would make art education in general be easier to understand.
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Using viewing (by third-year junior high school students) of Kandinsky’s Small Pleasures as thematic material
Yoshikazu TACHIHARA
2020 Volume 41 Pages
225-236
Published: 2020
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How do schoolchildren identify the subject of a picture, and then engage in value judgments about that picture? Taking art appreciation ability as its benchmark, this paper investigates from the viewpoint of the relationship between this ability, and these questions. Those with a higher level of ability acted in a sensate manner: approaching viewing with a focus on elements such as “motif / scene” and “the abstracted picture plane,” then proceeding to identify the subject, and make value judgments accordingly. Working back from this fact revealed a path to enriching students’ aesthetic experience. A possible method of instruction would be to encourage, via a series of lessons, interest in / concern with the likes of “motif / scene” and “the abstracted picture plane,” and use this as an opening to shaking up their sensibilities.
Guidelines were also obtained for the viewing of works with a high degree of cultural dependency. When viewing a work of art is predicated on a level of culturally dependent knowledge, various abilities entwine to exert a synergistic effect. The viewer can acquire a taste of the work’s true value at a sophisticated level, for example taking it on board as a narrative rich in content, by an approach in which any sense of discomfort is eliminated due to intellectual underpinning, leading to a reigniting of sensibilities.
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Early childhood memories
Daichi TSUJI
2020 Volume 41 Pages
237-248
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The study aims to verify a hypothesis of drawing themes for early childhood education in Japanese preschools and to investigate the actual situation of drawing for children aged three-five years. Results confirm the following aspects. First, young children aged three years are inclined to be dependent on the actual context and objects. Hence, they enjoy drawing pictures directly related to shapes, colors, and materials and enjoy playing with pictures as real events. Second, children aged four-five years are inclined to be independent of the actual present context. Thus, some students enjoy drawing pictures which correspond to verbal cognition and meta representation, whereas other students enjoy thinking through words.
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Comparing Two Kinds of Replay Training
Yukihito TERAMOTO
2020 Volume 41 Pages
249-260
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Aiming to make artistic play activities a more common practice in the educational field, the researcher has been working on replay training for teachers independently and researching its effects and related issues. In this paper, the effects observed in teachers who are participants in replay training alongside children are clarified. Notably, these effects constitute a new development in this type of training. Free descriptions from preliminary questionnaires and worksheets were analyzed using KHCoder and then compared. The worksheets were gathered from teacher and child training wherein both adults and children participate together, and from teacher only training wherein only adults participate. In conclusion, engaging in activities with children impacted participants, with responses such as “I was able to gain diverse perspectives on whether I could play,” “The discrepancy between my ‘evaluation’ of myself and others was reduced,” and “I was able to perceive the anxiety and doubts I have every day as more fundamental issues.”
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A Study of workshops using various Japanese techniques and materials in Poland
Maki NAGUMO
2020 Volume 41 Pages
261-274
Published: 2020
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Through practical indications earned from workshops held in Poland, this study seeks to observe and consider the possibilities of communication between distinct cultures with arts as its medium. Organized to promote intercultural understanding between Poland and Japan, the workshops, which utilized Japanese techniques and materials in the production process, successfully attracted many participants coming from different cultures and countries and became a common venue helping participants to deepen their intercultural understanding. By reviewing the workshops’ activities, this study shall argue that artistic activities are efficient tools to help to deepen the mutual understanding between people coming from different cultures. In addition, the study will also consider and argue about the possibility that art is an efficient medium to help to establish cross-cultural understanding in Japan, where multicultural society has been steadily progressing.
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In comparison to “Why do you say that?”
Tomoki HIRANO, Yuki SUZUKI
2020 Volume 41 Pages
275-284
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In this study, we surveyed the implications of the question “What do you see that makes you say that?” in comparison to “Why do you say that?” in the facilitation of art appreciation through discussion in an elementary school. On analyzing the utterances of teachers and children and the review sheets, it was revealed that the children found clues in the content of the artwork by asking the question, and the teachers would connect the children’s statements and comment on them. The results suggest that using the question might facilitate a deeper appreciation of art.
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Constructing a Conceptual Model Based on Textbook Analysis
Taruto FUYAMA
2020 Volume 41 Pages
285-296
Published: 2020
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The major aim of this study is to clarify multiple educational goals in animation-related teaching materials in art education, and to construct a conceptual model that helps practitioners to understand them structurally. In this paper current textbooks for drawing and manual arts in elementary school and art in junior and high school were focused on and reviewed from a synchronic point of view. In total 30 animation-related teaching materials were analyzed and 10 educational goals were extracted. These goals were divided into two categories; one is education for animation and the other is education through animation, and finally a two-layered model to bridge them was constructed. This model will be useful as a “map” and an assessment tool for animation education practice in art education.
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Focusing on Children’s Responsive Actions Based on Constraint Conditions
Yukari HOTTA
2020 Volume 41 Pages
297-309
Published: 2020
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This study focused on and considered the emergent process of responsive actions and drawing expressions in kindergarteners during programmed drawing activities under constraint conditions. Using participant observation in a class for five-year-olds, we selected the children’s responsive actions from the recorded data and categorized it from the bottom up. After analyzing the ‵‵responsive actions that encourage emergence,”, we found that differences emerged between expressions based on experience and those based on imagination. Moreover, the case analysis revealed that the consideration of images was triggered by the constraint conditions; thus, the perspective on the drawing themes shifted and ideas became vague and reconstructed, with the children’s drawing expressions stimulated by those of the other children. The findings from this research will provide a benchmark for controlled conditions and engagement with guardians in programmed drawing activities, in addition to offering indications of drawing expressions born from rich interactions among young children.
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Yuri MAKINO
2020 Volume 41 Pages
311-322
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This study aims to examine the career of TSUKAMOTO Iwasaburo, the founder of Tokyo Zogakan, and to investigate the process of its establishment. The analysis of the Tokyo Zogakan’s wall chart catalog revealed that Tsukamoto had learned how to draw early Western paintings in the college of engineering art school, and acquired the techniques of lithographic and copperplate paintings. It was also proved that 1,046 wall charts were sold in 1909 that focused mainly on science. Tokyo Zogakan’s Wall Charts was produced in detail by color printing, so it was able to evoke visual images that children had never seen, and it was a suitable teaching tool for children to draw pictures.
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Ai MATSUURA
2020 Volume 41 Pages
323-334
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The aim of this study is to examine the effects of emotional and systematic color learning on students’ modeling activities. After classifying 6 classes into 3 groups, the participants were asked to perform the same modeling activities after having experienced the two types of color learning in different orders. Rather than learning to understand colors as knowledge, those participants who first experienced emotional color learning were more likely to use different colors, while students who first experienced systematic color learning drew more pictures. Results therefore indicated that students created richer images with various techniques when their sense of color and knowledge of color both increased.
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Relationship between Discoveries of Contradiction and Formative Acts of Expression
Toru MURATA
2020 Volume 41 Pages
335-352
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This paper investigated children’s exploratory behavior in artistic play.
The observation and analysis of the resulting video led to several conclusions.
First, as the children made objects, they used tools and materials in ways that were unique to each child. Second, their artistic play exhibited characteristics. For example, formative acts of expression, such as material work, pattern making, and image making were found. Third, the children created and subsequently resolved problems, discovering the value of their own objects through artistic play. Fourth, exploratory behavior developed within a local culture that the children themselves had created. Finally, the exploratory behavior was motivated by their becoming aware of contradictions: by resolving the contradictions, the children were able to form their own logical concepts about the objects that they had created and their own acts of expression.
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Nahoko YOSHIDA
2020 Volume 41 Pages
353-364
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The purpose of this study is to clarify how Waldorf education has been developing at Steiner schools in East Asia, focusing on its art education. As the approach of research, observation of art classes and inquiring surveys for teachers were conducted at Steiner schools in China, Taiwan, Korea and Japan, using a general curriculum published in Europe and the United States as an index. It is confirmed by the research that the curriculum of Waldorf education isn’t regarded as a dogma but rather the reference material which prevents teachers from having a class on their own authority. It was also revealed that some examples of art education at Steiner Schools in East Asia are rooted in the culture, tradition, history, environment and locality in each region, and Waldorf education has been developing in Asia in their own style, unlike the original one in Europe and the U.S.
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Consideration of Applicable preliminary education other than Production
Manabu WADA
2020 Volume 41 Pages
365-376
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This purpose of this paper is to clarify the Educational politics on aeronautics ideals in ministry of education on Japan at WWII. The this study is focus to relation in between preliminary education in flight training on glider of junior high school and materials of aircraft making in elementary school. As a result, It was revealed that of used as Supplement aid material on airplane making to teach Airplane knowledge for Children in Curriculum by person concerned on ministry of education and local government office in Tokyo.
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2020 Volume 41 Pages
378-379
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2020 Volume 41 Pages
380-382
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2020 Volume 41 Pages
383-384
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2020 Volume 41 Pages
385-387
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2020 Volume 41 Pages
388-
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2020 Volume 41 Pages
389-390
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2020 Volume 41 Pages
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2020 Volume 41 Pages
392-
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2020 Volume 41 Pages
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