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2022 Volume 43 Pages
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Published: 2022
Released on J-STAGE: November 25, 2023
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2022 Volume 43 Pages
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2022 Volume 43 Pages
i-iii
Published: 2022
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Focusing on Political and Social, Teaching and Curriculum Viewpoints
Tetsuo ARAI
2022 Volume 43 Pages
1-16
Published: 2022
Released on J-STAGE: November 25, 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 the previous paper, the author elucidated the characteristics of Sadajiro Kuboʼs theory of art education by tracing the origins of the theory and analyzed the discussions from educational and psychological perspectives. In this paper, the author analyzed the discussions from political and social perspectives as well as teaching and curriculum viewpoints; and then examined the opinions of the people involved. Along with the results of the previous paper, I clarified the overall structure of the controversy over the theory and practice of the Sozo Biiku Movement and tried to redefine itʼs the meaning. As a result, it became clear that the controversy had changed significantly around 1956, and the inherent problems in Sadajiro Kuboʼs theory of art education were consistently criticized.
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Yoko ARITA
2022 Volume 43 Pages
17-33
Published: 2022
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We clarified the three stages of the institutional establishment process of art education at Nara University of Education. First stage: All art staffs have moved from Nara Normal School to Nara University of Education. The transition of all staffs is rare nationwide. Nara University of Education was opened under the policy of emphasizing art. Kazuo Sakamoto and Katsuya Mizoguchi were mainly in charge of classes related to art education. Like many universities, there were no teaching staff specializing in art education. Second stage: In February 1964, when the subject allotment ordinance was inaugurated, there were three art-related subjects at the university: painting, sculpture, art theory, and art history. The subjects of art education were started newly in May 1969, and were staffed in September 1945 with the appointment of Toshio Higuchi. Third stage: The Graduate School of Education and the major of Art Education were established in April 1983, which established the institutional foundation of art education at Nara University of Education.
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Satoshi IKEDA, Hiromitsu KAWAJIRI, Hiromi OGAWA, Takashi KAWAGUCHI, Ka ...
2022 Volume 43 Pages
35-49
Published: 2022
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This study clarifies the conditions of expressive activities and appreciation of art exhibitions in residential and daycare centers. It focuses on the needs of people with disabilities and their supporters living in Hiroshima Prefecture to connect them to cultural policies. In the survey, Hiroshima Prefecture, Hiroshima University, and the Hiroshima Prefecture Art Support Center collaborated to conduct a 14-item questionnaire. As a result of tabulation and analysis of responses from 370 people in 20 cities and towns in the Hiroshima Prefecture, it was found that the number of opportunities for expression and appreciation decreased after graduating from special needs schools; that people with pervasive developmental disabilities felt particular difficulty in attending art exhibitions; and that about 80% of people who are not currently engaged in expression or appreciation activities want to or need to do so.
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Concept of Lesson Study Program through Analysis of Teachers’ Utterance
Yoshiichi OIZUMI
2022 Volume 43 Pages
51-67
Published: 2022
Released on J-STAGE: November 25, 2023
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The current study is part of continuing research on speech by teachers during classes on arts and crafts and art. At teaching seminars that are currently conducted in school settings, teachers help each other to improve their teaching skills, but a teacherʼs fundamental pedagogy － based on his or her “views” － is not sufficiently discussed. Thus, the current study has examined the potential to study teaching in light of a teacherʼs “views” through an analysis of a teacherʼs third style of speaking while teaching . First, this study organized clues to differentiate a teacherʼs third style of speaking while teaching based on findings of previous studies on speech, and it identified a teacherʼs “views” as were evinced when that speech occurred in order to devise indices for speech analysis. Next, speech by teachers in school settings was analyzed, and a trial seminar on speech analysis was conducted to present and discuss the results of that analysis. The current author used the indices for speech analysis to facilitate a discussion. Through this approach, the current author examined the potential to study teaching with a focus on speech by teachers and their “views” as were evinced in that speech. The current author also envisioned ways to improve the conduct of the seminar on speech analysis and the creation of a program to study teaching.
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A Learning Plan with Two Parts, “Observation, Imagination, Interpretation” and “Understanding”
Masashi OKADA
2022 Volume 43 Pages
69-83
Published: 2022
Released on J-STAGE: November 25, 2023
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This paperʼs purpose is to clarify interpretive tendencies of the second grade of junior high school by using audiovisual recordings and worksheets through practicing an art class reading Veroneseʼs “The Wedding Feast at Cana” as a learning material for focusing on interpretation. For this practice, the seven-step learning model presented in the previous paper has been radically reworked. The forty-five minutes class will consist of two parts, free interpretation and reading the work in a lecture-based but interactive manner. We will verify how the color and shape in accordance with oil paintʼs material properties, the beauty brought about by the artistʼs skill, the splendid decorative treatment, the excellent sense of design, the narrative direction using varied characters, and the fertile construction of meaning based on the biblical article, etc., provide learners with various ways of interpretation, and furthermore, this act leads to the understanding of the subject matter.
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Semiotical and Time Theoritical Consideration
Kazuo KANEKO
2022 Volume 43 Pages
85-96
Published: 2022
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Gift-exchange pedagogy of fine arts has two exchange directions, one vertical within the individual and one horizontal between the teacher and the learner. Comparing the former with Maruyama’s and the latter with Hamada’s linguistic occurrence theory, we clarify the system of gift-exchange. Gift-exchange has inevitable deviations as a textual theory of semiotic says, that deviations forms the base of individuality and freedom of individuals. Considering the author’s mental three element theory, Gagne’s five learning outcome theory and Koizumi’s time theory on curriculum guideline, the author argue that the power and structure of thought, which are attached to present time, has been the center object of art education. It is clarified that art expression and appreciation is promoted by educational practice through teaching materials with five hierarchies.
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Influences on Childcare Practice and Caregivers in the Childcare Roundtable, and the Relationship with Art Education
Mutsuyo KAMIYA
2022 Volume 43 Pages
97-112
Published: 2022
Released on J-STAGE: November 25, 2023
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In this paper, the influence of Sozo Kurahashiʼs view of clay modeling education(the concept of “clay modeling”) on childcare practices and caregivers, and its relationship with art education were analyzed and discussed. This was done using the articles published in the journal “Youji-no-kyouiku” as the main source. As a result, it was confirmed that Kurahashiʼs concept of clay modeling showed significance from clay modeling education and psychological perspectives, which influenced the manner of approaching teaching, the evaluation of work, and the feelings (motivation) of caregivers. Kurahashiʼs view of art education, “Childrenʼs Art,” resonated with historical ideas of child-centeredness and art education. In addition, it became clear that this philosophy was at the core of the “clay modeling” concept. This development of art and clay modeling education can be attributed to Kurahashiʼs artistic sensibility and artistic temperament.
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An Interview-Based Study Examining Performing Arts Activities at Chickenshed (UK)
Moegi TAKAISHI
2022 Volume 43 Pages
113-124
Published: 2022
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The purpose of this paper is to provide a new perspective on how arts education in Japan might better contribute to social inclusion. This paper is based on interviews with staff from Chickenshed, a theatre company aiming for social inclusion in London, UK. It examines performing arts activities for social inclusion of people with disabilities with a particular focus on practitionersʼ perceptions towards “difference” and “disability”. A viewpoint emphasised in the interviews is that a disability is simply another difference that exists between everyone, and that social inclusion should not only be pursued with regards to disability but also about all sorts of differences. In performing arts activities for social inclusion, it is important to make “difference” an opportunity for learning and discovery by highlighting the beauty of diversity over conventional notions of “disability”.
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Kei TAKAHASHI
2022 Volume 43 Pages
125-139
Published: 2022
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The aim of this paper was to study the practical conditions recognized by childcare workers on childcare practices for cross-style representation between fine arts and music. This study included analysis by KHCoder about the awareness of childcare workers on the practical conditions and the ideal way of childcare practice based on a questionnaire survey of 171 public and private kindergartens in Okayama prefecture. The results showed the following eight factors as practical conditions recognized by childcare workers: 1) Interest, 2) Development, 3) Enjoyment, 4) Basic experience for activities, 5) Time, 6) Environment, 7) Research on teaching materials, and 8) Knowledge, skills, and experience of childcare workers.
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in the Case of Second-year Middle-school Students
Yoshikazu TACHIHARA
2022 Volume 43 Pages
141-154
Published: 2022
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The scientific basis for this study may be found in the securing of a set number (108) of research subjects, and the referencing of concepts backed by contemporary analytical aesthetics.
The difference between whether the properties of the factors shaping the eight types of first impression are aesthetic, or non-aesthetic, defines the rating of aesthetic ability. Thus in practice, it is vital to ensure that students are encouraged to acquire in their first impression a sense of the paintingʼs aesthetic aspects, eg “two kinds of realism (that of the fruit and vegetables, and of the figure)” and “the overall artistic effect of the work,” and in terms of the lesson as a whole, to grasp the aesthetics of the painting at a sensate level over and above that of intellectual perception.
Disparities in ability determine apprehension of the non-aesthetic “(1) conceptual/knowledge-based subject concerning the protagonist,” non-aesthetic “(2) emotional associative subject concerning the protagonist,” and in contrast, aesthetic “(3) adjectival (aesthetic predicate) subject concerning the protagonist.” This state of affairs reflects the difficulty of grasping different distinctive subjects.
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A study of previous case studies for practical application
Mio HATAYAMA
2022 Volume 43 Pages
155-172
Published: 2022
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In this paper, the author discusses the perspective of connecting art education with other subjects in order to promote children’s awareness of the connection between art and life and society by extracting the inquiry topics found in the real world and real life and linking them to the topics in the textbooks of each subject. The findings of this study provide suggestions for “a perspective on relating curriculum content to common themes” and “a perspective on learning that starts with students’ issues and interests, and exploring the issues while integrating the curricular areas”.
On the other hand, the study does not provide concrete proposals on the qualities and abilities that can be fostered by connecting art education and other subjects or the perspectives of curriculum management in the school setting. As the continuing research of this paper, therefore, the author will conduct an empirical research on how to create a system of collaboration with “integrated study” lessons and other subjects, different year groups, the entire school, teachers and the local community while addressing the issue of the number of class hours for art education.
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Expression through Images Inspired by the Shape and Sound of the Alphabet
Yasuko FUJII, Yasuko IWASAKA, Kazumi HIGUCHI, Kumiko MIZUKI
2022 Volume 43 Pages
173-188
Published: 2022
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In response to the demand for multidisciplinary learning and connections between subjects in education today, this study developed integrated learning in Foreign Language Activities and Arts and Crafts based on the theory of Content and Language Integrated Learning (CLIL) and examined its effects in practice. During arts and crafts classes, children drew images inspired by the shape and sound of the letters of the alphabet. “Fostering sensitivity” is normally not a learning objective in the case of Foreign Language activities; through integration with Arts and Crafts, however, it was expected that holistic educational effects will be achieved by appealing to childrenʼs imagination and sensitivity in the study of the alphabet, which may otherwise be perceived as dull, uninteresting symbols. In the “play” process of assembling the images inspired by the three elements of sound, shape, and color, the children developed original meanings for the letters. The result was a learning synergy based on the fusion of the two subjects.
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Historical Transition Analysis with a Conceptual Model
Taruto FUYAMA
2022 Volume 43 Pages
189-205
Published: 2022
Released on J-STAGE: November 25, 2023
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The major aim of this study is to clarify multiple educational purposes in animation-related teaching materials in art education, and to construct a conceptual model that helps practitioners to understand them structurally. Previous research conducted content analysis of animation teaching materials in textbooks of art in primary and secondary education as of 2019 and constructed a two-layered conceptual model consisting of a layer with the purpose of learning animation and a layer with the purpose of using animation to learn another subject. This study conducts historical transition analysis using 120 animation teaching materials in textbooks from the 1950s through the 2010s. The results show which kinds of purposes were emphasized according to time period and how that emphasis changed, and also demonstrate the effectiveness and validity of the two-layered model as a tool for teaching material analysis.
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Yuri MAKINO
2022 Volume 43 Pages
207-218
Published: 2022
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A wall chart is a large educational illustration displayed on a classroom blackboard or wall. This article focuses on three historical wall charts published in the Meiji and Taisho periods － housed at the Tamagawa University Museum of Education － to examine each chartʼs artist, the chartsʼ relationship to textbooks, and the origin of the charts.It was found that the Japanese history artists KOBAYASHI Teiko and KOBORI Tomoto were involved in Nihon Rekishi Kakezu and Nihon Rekishi no Kakezu respectively, while Tomoto was also involved in illustrating textbooks of history and preparing wall charts for art appreciation. Rekishi-ka Kyoju-yo Sanko Kakezu (Reference Wall Charts for Teaching History) with high printing technology, published by the Historiographical Institute of the College of Letters of the Imperial University, were intended to establish a “standardized image” based on the original drawings. I concluded that large-format historical wall charts with high printing technology also served as teaching materials for art appreciation.
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Takao YUKI, Mio HATAYAMA, Hisanori MURAKAMI, Naoyuki ISHIGA
2022 Volume 43 Pages
219-231
Published: 2022
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This study analyzes the influence of the appreciation experience based on gaze and pupil measurment data. The three kinds of appreciation experiences inlude noappreciation, and a before-and-after observation of the same work. For the trial, a minimum unit was constructed,and analysis was conducted based on the measurement data of 17 sample sizes (4-5) of 4 samples. As a result, the following possibilities were drawn; ① One can determine the subjects who show moderate pupillary reaction when viewing paintings, ② It is possible to obtain information about the attributes of the subjects based on a gaze questionnaire, ③ Subjectsʼ interest in the painting did not decline based on the appreciation experience, and ④ It is possible for the subjects to display similar changes based on different forms of appreciation experiences. Through the cross-tabulation of multiple data sets, the possibility of the influence of appreciation experience could be confirmed. Increasing the number of samples can lead to the possibility of a detailed analysis.
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Focusing on the Practice in the Kyotanabe Steiner School
Nahoko YOSHIDA
2022 Volume 43 Pages
233-245
Published: 2022
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The purpose of this study was to clarify characteristics of art appreciation at a Free Waldorf schools. Using Rudolf Steinerʼs concept of the “sense of sight” being the mediator concerning the surface of external matter, I examined aspects of the classroom environment such as bulletin boards and blackboards, observed art classes, and interviewed teachers at Kyotanabe Waldorf school in Japan. I found that the characteristics of art appreciation at this school emphasized “pure experience” and going back and forth between expression and appreciation for harmonious human development. These results suggest that the ideal manner to formulate art education and curriculum design emphasizes human development.
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Interviewing Practitioner Experts
Xitong LIAO
2022 Volume 43 Pages
247-261
Published: 2022
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In this paper, I present a qualitative study on practical intelligence in art workshops, through semi-structured interviews with 10 experienced practitioners. As a result of analyzing the interviews using the Modified Grounded Theory Approach, two essential aspects of practical intelligence in art workshops were identified: (1) techniques and skills; and (2) attitudes and concepts. Also, three key factors that contribute to the practitionersʼ expertise were suggested as: (1) experience of a wide variety of workshops; (2) influence of point of view and values from others; (3) reflections on oneself and the workshop itself.
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From the start of the Committee on Materials and Teaching Aids in the Association of Handicraft Education to the start of the craft training sessions in the Department of Work in Japan (1938 to 1940).
Manabu WADA
2022 Volume 43 Pages
263-278
Published: 2022
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This study aims to characterize what school researchers did to spread craft education facing lack of craft materials due to the Japanese government restrictions under Material Control after the Second Sino-Japanese War. Particulary, it focuses on what the Association of Handicraft Education did to develop educational materials and how they responded to the new system which Ministry of Education enforced from 1938 to 1940. The results of this study show that the Association of Handicraft Education organized an expert committee to introduce how they could utilize waste in the craft education to the handcraft education. That is, they endeavoured to get the utmost use out of things and find new materials, keeping it the basic rule to save resources. Moreover, they requested, as a response to Ministry of Education, for a distribution agency according to the regulations on materials needed in model aircrafts.
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Yuzo WATANABE, Kei TAKAHASHI
2022 Volume 43 Pages
279-294
Published: 2022
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We made a practical proposal for childrenʼs activity, and discussed what children learned through genuine indigo dye by using chemical agents which compensate the limit of dyeing by such methods as “tatakizome (beating raw leaves for dyeing)” and “namabazome (dyeing with squeezed juice from raw leaves)”. We adopted such activities as (1) indigo dye using raw leaves and chemical agents, and (2) indigo dye using chemical agent adopted originally by the center. We also discussed educational values and significance of the indigo dyeing in the two activities mentioned above. Furthermore, through the discussions, we associated the activity with “Expression” which seems deeply associated with the theme, “Ideal goals to be achieved by the end of early childhood”, views of the childcare workers involved in the indigo dyeing, and experiences and learning of children through indigo dyeing.
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2022 Volume 43 Pages
296-297
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2022 Volume 43 Pages
298-300
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2022 Volume 43 Pages
301-302
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2022 Volume 43 Pages
303-305
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2022 Volume 43 Pages
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2022 Volume 43 Pages
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2022 Volume 43 Pages
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2022 Volume 43 Pages
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2022 Volume 43 Pages
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