This paper explains a new method for the pre-school teachers' training program for the arts and crafts curriculum. Pre-school teachers record and review the curriculum every day. The author has been trying to develop a new training program for improving the arts and crafts curriculum. This training program consists of four prats. 1) Training about materials and techniques necessary for improvement. 2) Group work for understanding and reviewing the curriculum. 3) Analysis procedures using art and craft teaching method frame work. 4) Arrangement of the analysis for improving new curriculum. Most of teachers who had taken part in the training program were able to evaluate its effectiveness, and develop their awareness, and understand the analysis procedure. However it was felt that the analysis matrix, which had been calculated to reflect the results of training, needed further development.
The purpose of this study was to consider the learning element within art using Motomori Kimura’s thoughts about ‘Hyougenai’. First, I explored his thoughts on producing works of art during the early and middle years of his life. His main point of view was that the act of producing a work of art leaves its own lasting and crucial impression. Second, I understood that there is a deep connection between producing works of art and leading our daily lives. This meaningful conclusion I arrived at from the theory of ‘poiesis = practice’ which appeared in his thoughts during his later years. Based on the above I described how fundamental the production of art is in our lives from the viewpoint of theoretical research.
The purpose of this study is to propose the theory of integrated-subject ideology of school art education. Today, the central problem of art education is securing opportunities for study in school in the context of the neoliberal educational reform. Over the past years, several studies have been made on educational practices through collaboration, based children centered ideology. But little attention has been given to the neoliberal educational reform. There are problems of ambiguity to invite crisis in art education, such as integration with other subjects and externalization of social education. In addition, erstwhile subject centered ideology is ambiguous in terms of the uniqueness of art subject, because to emphasize domains in art subject (such as paintings, sculptures, designs and crafts). Strictly speaking, it can be said differentiated-subject centered theory. Compared with this, Integrated-subject ideology associate domains in systematically by the form as visual principles. It is concluded that the theory of Integrated-subject ideology can be function to clarify the consistent uniqueness of art subject.
This paper reported on the current situations and various issues concerning art appreciation education in elementary schools. We did a survey using questionnaires of elementary school teachers all over the country and had 784 responses. From an analysis of the result, two hypotheses were supported. 1. Though the study of art appreciation education has been developed recently in the world of art education, the practice has not spread to elementary schools sufficiently. 2. Teachers of elementary schools want an index of goals and guidelines for the evaluation of art appreciation education. To encourage better art appreciation education, our research team will make rubric for art appreciation for each stage of child development.
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