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2021 Volume 42 Pages
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Published: 2021
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2021 Volume 42 Pages
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2021 Volume 42 Pages
i-iii
Published: 2021
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Based on a Collaboration between University, Elementary School, and Art Museum
Takumitsu AGATA, Shingo JINNO
2021 Volume 42 Pages
1-16
Published: 2021
Released on J-STAGE: November 01, 2023
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The purpose of this study is to examine the goals of an art appreciation program implemented by an art museum and a school, and demonstrate its learning effects. First, we determined the need for school programs to clarify the effects that they wish to bring about in students by viewing and touring artwork and exhibitions. Based on this, we designed a program for upper elementary school students who visited the Yoshiro Suda exhibition. Outcomes of the program revealed that 1) the children perceived the activity of thinking and talking about artwork as fun, 2) they acquired a new perspective on viewing artwork, and 3) they used this perspective in their daily lives as well as in the museum.
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Focusing on Educational and Psychological Viewpoints
Tetsuo ARAI
2021 Volume 42 Pages
17-36
Published: 2021
Released on J-STAGE: November 01, 2023
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This study examines the controversy over the theory and practice of the sozo-biiku movement in post-WWII Japan. In contrast with the authorʼs previous studies on this movement, which analyzed it from a higher perspective, the current research focuses on particular topics related to the movement and clarifies it in detail. In this research, the author first elucidates Kubo Sadajiroʼs art education theory because he was the leader of this movement, and subsequently organizes and analyzes the discussions on the theory and practice of this movement from five viewpoints: educational, psychological, political and social, teaching and curriculum, and the opinions of the people involved. This paper is the first half of the research report, in which the author clarifies the characteristic features of Kuboʼs art education theory and analyzes the discussions on the movement from two viewpoints: educational and psychological.
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Yoko ARITA
2021 Volume 42 Pages
37-49
Published: 2021
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We review three stages that led to a systematic approval process of fine art pedagogy in Gifu University. The first-stage: saw almost fine arts teachers shifted from normal school to university. Lessons of method in art instruction were taught mainly by Tsuneyoshi TSUCHIYA. Like many universities, no specialist in art pedagogy. In the second-stage: The subject of painting, sculpture, composition, theory and history of fine arts were settled in February 1964, they were introduced by the Ministry of Education. The subject of art pedagogy was added in March 1965, and the specialist employed in 1970. During the third-stage, in 1996 a branch of fine arts in within the postgraduate course was established in April, 1995, leading to the systematic foundation of fine art pedagogy at Gifu University.
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Satoshi IKEDA
2021 Volume 42 Pages
51-66
Published: 2021
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This study reviews articles published in international journals on art education from the early 1990s to 2020 in the interdisciplinary field of disability studies and art education, to identify research trends and future issues. Twelve articles, by seven scholars, published in three journals, Studies in Art Education, International Journal of Art and Design Education, and International Journal of Education through Art, were examined to determine points of criticism and theoretical directions being proposed for current education. Results showed that they criticized the function-limiting and ableist views of disability and attempted to reconstruct and paradoxically utilize the dichotomous structure of disability, by adopting post-structuralist strategies in art. This paper provides a basic resource for art education scholars to enter the international and interdisciplinary debate in the field.
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From the perspective of educational significance in the local community
Hiroya ICHIKAWA
2021 Volume 42 Pages
67-82
Published: 2021
Released on J-STAGE: November 01, 2023
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The purpose of this study is to consider an art-based project in Japan from the perspective of the concept of the “post-museum”. In contrast to the modernist museum, the post-museum focuses on collecting tangible heritage and using cultural resources, including intangible heritage. Therefore, post-museums use various methods for communication with visitors, not limited to exhibitions. This article analyzes its performing forms into three groups: indigenous museums, eco-museums, and art-based projects. Additionally, the practical models of art-based projects can be classified into three types: a traditional exhibition, site-specific open-air exhibition, and community-specific project. In particular, the third model has the characteristics of the constructivist museum through the dialogical process. According to the above typology, this text presents issues that structure the relationship between local communities and art.
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A Study of Same Grade Classes from the Second through Ninth Grades
Atsuko EBINA
2021 Volume 42 Pages
83-97
Published: 2021
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This paper tracks the art activities of same-grade classes of second-, fourth-, sixth-, eighth- and ninth-grade students, focusing on the common location for the art practice (patio), and observing changes in art activity related to that space. In particular, it makes comparative observations on how children relate to places / spaces through art activities, and identifies the characteristics of their artwork in terms of developmental stage. As a result,in second-grade art play, students －started from the initial stage of achieving a balance with their surroundings, fourth-grade students created practical spaces around themselves collaboratively, and sixth-grade students modified these via more dynamic activities into aesthetic art spaces. In the communal practice at eighth- and ninth-grade level, students created new shared spaces to fit a purpose. In spatial perception, the presence of a process of transformation in the art ability of young children befitting their physical development was confirmed.
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Development Practice and Analytic Consideration of Class for High School Students
Shuya OHIRA, Takeyoshi MATSUMOTO
2021 Volume 42 Pages
99-118
Published: 2021
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The purpose of this study was to develop and practice a lesson whereby high school students used metal materials, and to clarify the learning process in which they interact with these materials, tools and other people. First, through the narratives and workshops of metal craftsman, Hashimoto Masayuki and sculptor Tawa Keizo, the participants grasped the characteristics of formative activities in which they dedicated themselves to the relationship between the materials and methods. Next, they practiced a metal forging class where they interacted with materials, tools, and friends who shared the same work space. It consisted of hammering metal materials, appreciating and discussing the objects, and exhibiting them in a local museum. Through this analysis, I clarified the process of learning to generate empathetic physical experiences created with others and the modeling self-transformation of creating their own methods and objects integrally, and the mutual appreciation of the meaning of objects.
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Aya KATAGIRI
2021 Volume 42 Pages
119-134
Published: 2021
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This research aims to verify the educational effect of art learning in high school settings based on the results of basic research on image media expression by collaboration. The subject of the research is high school students with diverse cultural backgrounds. The teaching policy was to promote collaborative learning based on personal production and to utilize the individual characteristics of students with different backgrounds in the learning group. The students worked on creating slides and short videos, and a questionnaire survey was conducted concurrently with the practice. Based on the quantitative analysis, promotion of creative activities by inspiration from others, mastery goal orientation, and compliance changed significantly before and after learning. The lesson affected the studentsʼ perceptions of learning in a favorable direction. Based on the qualitative analysis, image media expression can also improve studentsʼ self-consciousness.
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Overcoming Learning Theory of Fine Arts, types of Gift-exchange and Learning Community
Kazuo KANEKO
2021 Volume 42 Pages
135-146
Published: 2021
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The significance of the author’s gift-exchange in art pedagogy was discussed using the following four methods. 1. The author affirmed the significance revising learning theory to fine arts to gift-exchange in art pedagogy, and indicates an image of deepening of reference sources and teaching materials by practices. 2. It was pointed out that group gift-exchange feeling is filled among four elements of gift-exchange system and that the feeling of mutual dependence in the learner group is strong. The element of a gift-exchange chart in historical time and space was made ‘history, others and the dead’ ‘the form’ ‘man of today’ ‘interpretation and creation’. 3. Four types of the stance of the clients of the acupressure that Takashi Saito says were quoted and the gift- exchange type of the teacher and the learner was tried. 4. Learning collective theory and gift-exchange art pedagogy were compared, and pointed out that not collective theory, but gift-exchange theory is appropriate to the school which is the modern society organization.
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Using Subject Material in the Field of Crafts as a Practical Example
Jumpei KAMATA
2021 Volume 42 Pages
147-163
Published: 2021
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The principal aim of the present paper was to clarify whether instructional methods that generate keywords (with regard to a vague theme) are effective in improving junior high school studentsʼ sense of satisfaction regarding their works after understanding the relationship concerning what kind of models words can replaced with. The students practiced again with the same theme of creating their own mark through the subject material of metal, which was previously worked on in the 2017 academic year, and tried to confirm its educational effect. Analysis of the studentsʼ worksheets revealed that instruction regarding the modeling image brought about by words made it easier to connect the keywords and the modeling image, thereby facilitating the expressions and ideas of the students. It was also shown that in that process, the percentage of students who came up with the prototype of the mark early and focused on refining it increased significantly in comparison with the previous time.
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Practice of social education facilities in cooperation with school education
Sachiyo KODA
2021 Volume 42 Pages
165-181
Published: 2021
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In 2004, “Media Education” was first positioned in the national curriculum of Finnish school education.The demand for it strengthened further following its 2014 revision.
With the 2019 rollout of “MEDIA LUKU TAITO SUOMESSA”, the promotion of media education began nationwide. Furthermore, the country has numerous social education facilities based on the idea of lifelong learning. These facilities provide education to a wide range of age groups from early childhood to adult education, centering on the extracurricular activities of school education while directly linked with school education based on “TAITEEN PERUSOPETUKSEN YLEISEN OPETUSSUUNNITELAN PERUSTEET 2017”. The educational effect is enhanced in collaboration with school education. In this paper, these facilities specializing in video media expression, contribute widely to class practice in school settings, play a part in video media expression in art education, and expand and characterize the scenes of school education activities. It was confirmed.
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An Appreciation Survey of Fans among Fifth-Grade and Junior High School Students
Aya KOGUCHI
2021 Volume 42 Pages
183-196
Published: 2021
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This paper examines methods for teaching the appreciation of crafts and industrial products,
and proposes methods to guide their appreciation. As crafts and industrial products have aesthetic
and utility aspects, they are appreciated differently from works without utility aspects, such as
paintings and sculptures. I administered a fan appreciation survey to fifth-grade and junior high
school students, and found that practical works such as fans, unlike paintings and sculptures,
tend to be regarded as entities rather than images. As a method of teaching appreciation, it was
suggested that the viewer grasp the substance of the craft or industrial product and then imagine
a scene suitable for using it. By doing so, the aesthetic and utility aspects of the work are fused,
allowing its aesthetic value to be appreciated.
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Eriko SATO
2021 Volume 42 Pages
197-211
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The purpose of this study was to clarify the advantages and limitations of employing perspectives of observation in an educational evaluation of artistic play activities by conducting such of the lower grades of elementary school. The author examined second graders comprehensively by conducting an analysis employing perspectives of observation as the coding method and a quasi-episode description. The results revealed that perspectives of observation have a function of securing the construct validity of learning content. Teachers’ views are broadened and they become aware of the outcomes, problems, and potentialities of their learners. However, it was not sufficient to support children’s logic, which may be considered the origin of artistic play activities. In conjunction with phenomenological methods, it is imperative to develop measures that create hypothetical structures.
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Seeking for enhancement of studies on educational materials required for practical skill subject including a subject of Arts and Handicrafts
Atsushi SUMI
2021 Volume 42 Pages
213-229
Published: 2021
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In the current study, a qualitative analysis was performed at first for records of hearing investigations conducted for young teachers on their educational material studies regarding practical skills subjects from perspectives of educational material study based on “Didactic investigation” and “Methodological investigation” advocated by Kiyohisa Takaku. Subsequently, it was confirmed that “educational material study as subjective investigation” was based on what had been learned during a stage of teacher fostering. In addition, a reality has been recognized in the “educational material study as subjective investigation” that utilization of a teacherʼs instruction book based on real situation among students is effective. However, “educational material study as educational investigation” was insufficient, and it was confirmed to be necessary to work on educational material studies in response to problems held by students as well as on those regardless of availability of ICT devices concurrently with teaching practice at a stage of teacher fostering.
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In the Search of Deepening the Understanding of Human Sciences by Triangulation
Shingo TAKEDA, Takeyoshi MATSUMOTO, Makoto KURIYAMA
2021 Volume 42 Pages
231-248
Published: 2021
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The objective of this study is to deepen the understanding of human sciences in the field of art education. We consciously employed the use of triangulation when approaching qualitative analyses. Three researchers analyzed the case using methodologies with different theoretical standpoints to introduce multifaceted perspectives for understanding the case in which two preschoolers done a drawing activity sharing the place, materials, and tools. They drew something different at each place respectively, and on the surface, it was an activity that seemed to proceed in parallel. However, by mutually referring to the analyses of the three researchers, we could successfully clarify the presence and progress of interactive collaboration, in which the presence of the other formed their own expression, with a concrete rationale.
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Using Vermeer’s Girl Reading a Letter at an Open Window as Thematic Material With Second-Year Junior High School Students
Yoshikazu TACHIHARA
2021 Volume 42 Pages
249-264
Published: 2021
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This essay employs two practical methodologies with different approaches to the same thematic material, and using these to provide clues, contemplates how we ought to understand and rank the studentsʼ art appreciation ability. When viewing of the work commenced in accordance with Methodology 2, those with a high level of ability detected in the “characteristics of motif and scene” nature properties as aesthetic property attributes of the sort discussed by Gören Hermerén.
In the case of Methodology 1, those of high ability sensed aesthetic properties in the design features of the painting. This helped them to progress to identifying two types of theme: that of taste properties, such as “the wonder of the moment,” and behavior properties, such as “the leisurely flow of time.” In contrast, the response of those of mid to low ability was confined to detecting a theme of an emotion property nature.
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Based on a Questionnaire Survey with In-service Elementary School Teachers
Yukihito TERAMOTO
2021 Volume 42 Pages
265-277
Published: 2021
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This article draws on the results of a questionnaire survey to consider teachers’ views on the positive and negative effects of report cards on children. Furthermore, the possibility of delivering evaluation in the form of a written statement for the Art and Handicraft subject was surveyed and considered. Results indicated that while teachers regarded three-grade evaluations and ratings as “clear and easily conveyed,” they considered report cards to have more negative effects, including “difficulty in understanding what is being evaluated” and being “caught up in symbols and numbers.” In addition, when a system of evaluation comprising written statements was assumed, although teachers envisaged more positive effects, such as the method being “concrete and easy to understand,” few agreed that such a system should be implemented, as doing so would increase teachers’ burden.
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Focusing on the Development of the “Ability to Perceive and Compose Forms”
Koichiro NISHIMURA
2021 Volume 42 Pages
279-290
Published: 2021
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The purpose of this study has been to verify the effectiveness of a production method that uses three-dimensional (3D) data for developing the ability to perceive and compose forms among those who study human sculpture production. The method used involved verification from a record of the production process using 3D data compiled by two students studying sculpture and from an interview after production. Interview revealed that using 3D data is particularly effective at the skeleton-design stage. Presumably, the reason for this is modeling work, which is difficult in real space, and can be visualized and recorded on a display using 3D data. Accordingly, the use of 3D data was found to be an effective means to foster the recognition and composition of shapes for students studying human sculpture.
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An Overview of Research on Munari’s Art Education in Italy and Japan
Hisanobu FUJITA
2021 Volume 42 Pages
291-301
Published: 2021
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With regard to national and international studies, this study explores previous research on Bruno Munariʼs art education for children in Italy and Japan and examines how Munariʼs views and methods of education took shape in his artistic practice. Focusing on studies about Munariʼs education, research on literature reviews, interviews, and the development of these studies in Italy and Japan is the main focus of this study. The Italian study points out the influence of the educational philosophies of Dewey and Montessori on Munariʼs perspective of education and its relation to the educational reform movements of the time. It further discusses Munariʼs influence on Reggio Emiliaʼs early childhood education and museum education. From the succession of Munariʼs workshops in Japan, recent studies focusing on the activities of his Italian successors have emerged, and a re-evaluation of Munariʼs education can be expected.
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A Study focusing on Tokyo Zogakan Charts
Yuri MAKINO
2021 Volume 42 Pages
303-314
Published: 2021
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Shimadzu Corporation established the educational scientific specimens division in 1895 and produced and sold science materials, such as wall charts. These wall charts are large illustrations displayed in a classroom for educational purposes. This study focuses on the wall charts in the Shimadzu Corporationʼs specimens divisionʼs catalogue and examines the titles, artists, and production companies.
The results revealed that Tokyo Zogakanʼs botanical wall charts were sold at the Shimadzu Corporationʼs specimens division. Further investigation of the existing wall charts revealed that the division sold a considerable number of the Tokyo Zogakanʼs scientific educational wall charts, including those bearing original illustrations by artist Kumataro Ito who primarily drew fish. The elaborate and detailed scientific wall charts were a visually evocative teaching material for children who drew them.
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Based on the Practice in High School With the Help of Gehigan’s Critical Learning Model
Yohei MINAMI
2021 Volume 42 Pages
315-330
Published: 2021
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The purpose of this paper is to consider an appreciation learning model that utilizes the knowledge information of works. Focusing on a critical learning model based on inquiry activities by George Geahigan, we practice and examine the material using this learning model in high school. After practicing the subject matter, the examination was conducted by rubric evaluation of the works written by students, and by a questionnaire using the five-case method and free description. As a result,there are three points in the possibility of the critical learning model of Gehigan. The first point is that knowledge information related to the work can be acquired with a deep understanding. The second point is that it is possible to interpret new works using knowledge information.Thirdly, a wide range of qualities and abilities that are useful outside of art education can be acquired.
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Focusing on the Wet-On-Wet Watercolor Painting
Nahoko YOSHIDA
2021 Volume 42 Pages
331-343
Published: 2021
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This research clarifies the characteristics of art education for early childhood in Umenomori Waldorf Kodomoen (Waldorf kindergarten) by considering the theoretical basis of the Waldorf education and the practice of art activity in the kindergarten.
I examine the educational theory by Books of Rudolf Steiner (1861~1925) and the guidelines from the latest Waldorf education, reinterpreted from the viewpoint of the “salutogenesis” research; and considered the art activity, wet-on-wet watercolor painting in the Umenomori Waldorf Kodomoen by field research. As a result, three characteristics were clarified: consideration of materials and environmental space for children, the coherent manner of the nursery teacher to the children, and contents of the art activity including the element of repetition. From the above, art education is the ideal method for infant education, which is the original intent of early childhood education. It was not to get a jumpstart on school education.
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Workshop Practice Embracing the Concept of Arts-Based Research
Xitong LIAO
2021 Volume 42 Pages
345-359
Published: 2021
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In this paper I consider the concept of Arts-Based Research (ABR) in order to research a new way of supporting practitionersʼ development in art workshops. The aim of this paper is to compare the characteristics of ABR and a workshop as methodologies, and to discuss the possibilities while implementing the concept of ABR in an art workshop, based on my own practice. I studied how the concept and methodology of ABR influences the process and outcome of an art workshop by analysising the field-notes I took through my own practice. In the workshop I present, under the concept of ABR, comparisons with workshops that do not focus on the concepts of ʻinquiryʼ or ʻresearchʼ that I experienced, and I confirmed that there is a greater awareness of ʻinquiry.ʼ The result of analysising my field-notes suggests that a inquiry-based workshop can lead to a more open-ended process and outcome.
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A Study of Chinese Junior High School Students
Shuanshuan LIU
2021 Volume 42 Pages
361-377
Published: 2021
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This study aims to develop a lesson plan to promote Chinese junior high school studentsʼ reflective learning in art appreciation. The plan uses three types of “outside” perspectives to achieve this objective, those of: 1) group members, 2) art historians, and 3) a painter. We implemented the plan in three junior high schools in China, and the scores for studentsʼ capabilities of reflective learning showed statistically significant improvements according to a t-test, demonstrating its effectiveness. Pearson correlation analysis supports our hypothesis that attention to the first and second types of outside perspectives contributed to this improvement. Furthermore, qualitative case analyses of the studentsʼ essays and drawings on how they felt during art appreciation demonstrated that their improvements in reflective learning capability resulted from their focus on the three types of outside perspectives.
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2021 Volume 42 Pages
380-381
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2021 Volume 42 Pages
382-384
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2021 Volume 42 Pages
385-386
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2021 Volume 42 Pages
387-389
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2021 Volume 42 Pages
390-
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2021 Volume 42 Pages
391-392
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2021 Volume 42 Pages
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2021 Volume 42 Pages
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2021 Volume 42 Pages
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