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Volume 2012 (2012)
- Issue 296 Pages 8-
Volume 2012, Issue 296
Displaying 1-3 of 3 articles from this issue
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Keisuke KIRITA2012 Volume 2012 Issue 296 Pages 8-14
Published: March 31, 2012
Released on J-STAGE: August 26, 2013
JOURNAL FREE ACCESSThe purpose of this study is in the search for the possibility that we dissolve the estrangement between the practical researches and the daily educational practices in art education. There are three problems: 1) the construction of a common basis between them in science of art education, 2) the succession to the personal professional knowledge for young teachers, 3) the utilization of the practical researches for all teachers in schools.
In this paper, I propose that we utilize the practical reports, which often informed and presented by teachers in schools at an academic meeting or a society of art education, as the narrative inquiry to their professional knowledge. It is an approach of the qualitative research and has been implemented into daily practice, teacher education, and curriculum making in the West.View full abstractDownload PDF (2760K) -
On the Educational Practice of Haru Madokoro in the Middle of the 1930'Tomoya FUJIWARA2012 Volume 2012 Issue 296 Pages 16-25
Published: March 31, 2012
Released on J-STAGE: August 26, 2013
JOURNAL FREE ACCESSIn this study, I consider in the Kosei as basic art education of Haru Madokoro in the middle of the 1930'. First, I described the relation in early stages of Madokoro and Kosei as Basic art education. Second, I discuss the curriculum was published in "Kosei-Kyoiku niyoru Shin-Zuga" by Madokoro. The result, Madokoro thinks light and shade is the basic part of Kosei as basic art education, and She organized the curriculum the view of "analysis to synthesis". Third, I analyzed the learning connection of the curriculum, specific examples of this book. Based on the above analysis, I described the achievements and challenges of the Kosei-Kyoiku as basic art education in the middle of the 1930'.View full abstractDownload PDF (35034K) -
Hirotoshi MATSUOKA2012 Volume 2012 Issue 296 Pages 26-32
Published: March 31, 2012
Released on J-STAGE: August 26, 2013
JOURNAL FREE ACCESSIn art appreciation education it is important to first of all set up acknowledged masterpieces as objective works. This allows the masterpieces to clarify subject matter, and the possibility of use by other teachers increases. On the other hand, allowing uninhibited viewing of modern art can develop an appreciation and sensibility for art and develop a sense of values secured in a naturalistic way rather than as defined by masterpieces. Moreover, since the masterpiece has the proven power to provide various feelings over space and time, those who view these works can gain insight into contents, ambitions and fine arts culture through the parallels of all works across time. In this way, then, it is not contradictory for one to see freely and subjectively, and thus to create a new view and sense of values, while simultaneously touching the core of fine arts.
Then, the art appreciation education through the interactive method is effective. It is because it not only does not force value, but has an element which can engage works impressively and happily. Moreover, it is not as a method fixed and deterministic, but is realized as the "function" in which it can be used in various scenes of appreciation and the validity can be found in all children's developmental stages.View full abstractDownload PDF (2753K)
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