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Volume 2013 (2013)
- Issue 297 Pages 8-
Volume 2013, Issue 297
Displaying 1-4 of 4 articles from this issue
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Sachiyo HAMADA2013 Volume 2013 Issue 297 Pages 8-14
Published: March 31, 2013
Released on J-STAGE: August 26, 2013
JOURNAL FREE ACCESSThis study was to consider the effectiveness of certain methods of teaching and assisting in the development of drawings of infants ranging from two to three years old. The first comparison was made between infants from two to two and a half years old who were subjected to either a free-drawing condition or a subjective drawing condition which included talking to children before the task. The results showed that the infants didn't show any differences between both conditions regarding form of scribbles-drawing and naming for it. The second comparison was made between infants from two and a half years old to three and a half years old who were subjected to a free-drawing condition, a subjective drawing condition#1 (the same condition which was given to the infants above), or a subjective drawing condition#2 which included a playing experience. The results showed that the infants in the subjective drawing condition group#2 showed more distinctive effects than other two groups regarding form of scribbles-drawing, and the infants both in the subjective drawing condition group#2 and condition group#1 showed more distinctive effects than the infants in the free drawing condition group regarding naming. Therefore, in this age group, the significance of introducing subjective drawings, especially one including playing, was confirmed. These results are discussed in terms of development of a chain of ‘S-O-R’ and a transferring period from an unintentional drawing activity to an intentional drawing activity.View full abstractDownload PDF (55694K) -
Enhancing conceptual thinking by written languageShingi IKENAGA2013 Volume 2013 Issue 297 Pages 16-23
Published: March 31, 2013
Released on J-STAGE: August 26, 2013
JOURNAL FREE ACCESSAlmost middle school students have a tendency to hate appreciative study by spoken language. This trend is one of their developmental tasks of aesthetic cognition. On the other hand, as was pointed out by L,S.Vygotsky, in the awkward age, they develop their own conceptual thinking. For enhancing this thinking, they have to have a trainning by written language. So in this study through the appreciative study of "Mona Lisa" by written language, I analyzed their writings based on M,J.Parsons's theory. As a result it came out that many of their writings were higher level than their spoken words. From this result it raised to the surface of "the Zone of Proximal Development (ZPD)" in appreciative study by written language.View full abstractDownload PDF (2069K) -
Akiko KURODA, Kanae SUZUKI2013 Volume 2013 Issue 297 Pages 24-32
Published: March 31, 2013
Released on J-STAGE: August 26, 2013
JOURNAL FREE ACCESSThe purpose of this study is to clarify the usage of various types of teaching materials and to examine the lessons devised for the use of these materials in art appreciation lessons in junior high school. This study also investigates the issues involved in the use of various teaching materials for art appreciation lessons. A questionnaire survey was distributed to public junior high school teachers in charge of art and design (preliminary survey: 57 teachers, main survey: 34 teachers). The main findings of this study are as follows. First, many teachers used "supplementary textbooks (mainly about works by various artists)" and "authorized textbooks." In addition, "materials prepared by teachers themselves" were used for providing art appreciation lessons that the teachers had designed. Second, though museums were not used frequently, many teachers wished to conduct programs such as "visit lectures"; moreover, many teachers felt that students needed to appreciate actual works of art. Third, with respect to web images, still images were used for lessons and many teachers considered web images as useful materials for art appreciation lessons. This study suggests that, depending on the teaching methods employed and whether students have access to "real objects or actual works of art," the effects of learning will be enhanced by prior learning, students’ recollection of works of art, and "materials prepared by teachers themselves."View full abstractDownload PDF (2030K) -
Kenji YAMAGUCHI, Rikako AKAGI, Isao OHASHI2013 Volume 2013 Issue 297 Pages 34-42
Published: March 31, 2013
Released on J-STAGE: August 26, 2013
JOURNAL FREE ACCESSIn 2011 the Board for the Cooperation with Schools, organaized in Okayama Prefectural Museum of Art, has designed and produced thirty sets of learning materials for Japan's traditional art and begun to lend them to local schools. Here we show the purpose of the material sets and their production process, discuss their educational values, and propose an expected scheme of teachers' network which will bring further spread of the materials.
Okayama Prefectural Museum of Art has involved in many projects in collaboration with local school teachers. The Board was set up in 2010 through the reexamination of those projects. The latest project initiated by the Board, which is expected to enhance the consistency and regularity of the museum-teacher cooperation, is discussed in this paper.View full abstractDownload PDF (5340K)
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