美術教育

研究論文

「触る」という美術鑑賞方法の可能性

視覚障がい者の美術体験からの検討

鹿島萌子

2011 年 2011 巻 294 号 p. 8-15
発行日: 2011/03/31
公開日: 2012/02/17

DOIhttps://doi.org/10.11356/arted.2011.8

ジャーナルフリー

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This report focuses on the touching of artworks and tries to elicit a possibility for touch other than merely recognition. This report attempts to reconsider the touching of art as an art appreciation method. First I refer to the art education theory of Nobuo Tsuchiya, who was a teacher at Hiratsuka school for the Blind. He was the first to use the touching of art works as an appreciation method. Next, I analyze the free comments by people who visited exhibitions that were held for visually challenged people. Based on Tsuchiya's theories and the comments, it can be said, first, that touching can be not only an intellectual experience of recognizing shapes and feeling materials but also a spiritual or aesthetic experience. Second, all people can appreciate art thought touch, regardless of their visual ability. Moreover to appreciate art by touching, it can be said that the most important thing is to take longer time in contact with the arts.

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高等学校の鑑賞教育に関する一考察

「探究型鑑賞」授業をとおして

唐木和代

2011 年 2011 巻 294 号 p. 16-22
発行日: 2011/03/31
公開日: 2012/02/17

DOIhttps://doi.org/10.11356/arted.2011.16

ジャーナルフリー

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The purpose of this report is to show that art education is necessary for school education, because art education, especially appreciation makes an important foundation for students' future and prosperous living for the purpose of cultural accomplishment and education.
But when you look around the present situation, it is hard to say that enough appreciation education has been taught in high schools. So I focused on the following two points, and examined the achievement and problems of "the search type appreciation education".
(1) Appreciation education in life within the developmental stage of high school students.
(2) Appreciation education leading to lifelong learning.

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我が国の構成教育に関する史的考察II

1930年代中期の武井勝雄の構成教育論

藤原智也

2011 年 2011 巻 294 号 p. 24-32
発行日: 2011/03/31
公開日: 2012/02/17

DOIhttps://doi.org/10.11356/arted.2011.24

ジャーナルフリー

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In this study, I considered in the Kosei as basic art education theory of Katsuo Takei in the middle of the 1930'. First, I described the relation in early stages of Takei and Kosei as basic art education. Second, I discuss the characteristics of "Kosei-Kyoiku niyoru Shin-Zuga" by Katsuo Takei and Haru Madokoro published in 1936, in comparison with "Kosei-Kyoiku Taikei" by Renshichiro Kawakita and Katsuo Takei published in 1934. The purpose of "Kosei-Kyoiku niyoru Shin-Ziga" was dissemination of specific methods based on the Kosei as basic art education theory aimed at elementary school. Third, I analyzed the Kosei as basic art education theory of Katsuo Takei in "Kosei-Koiku niyoru Shin-Zuga". The following results were obtain: the purpose of the Kosei as basic art education theory of Katsuo Takei was make the learning goals clear about elements of art and principle of art, and allow systematic study in elementary school drawing. Such the Kosei as basic art education theory of Takei was different from the Kawakita's one.

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