Bijutsu Kyouiku

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This paper forms part of the research that aims to develop educational support for visual art activities. As such, this research aims (1) to clarify the factors and structure of “stumbling” in visual arts activities, and (2) to position “stumbling” within this study- With these two objectives in mind, a questionnaire survey was administered to 410 students at a childcare-training school. As a result of the analysis using the KJ method, six characteristics (self-efficacy, inspiration, skills, works, internal factors, and external factors) were derived as factors relating to “stumbling”. Furthermore, a cyclical relationship was found in the analysis process concerning modeling activities. In addition, although the barriers present in visual arts activities were peppered with various characteristics, all were found to be surmountable. From these results, we can conclude that the “stumbling blocks” shown in this study are positioned as “Stumbling Blocks” and can be linked to the development of educational support by considering them as “small barriers” that occur in the process of “failure” visualized as a work of art.

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This paper deals with Shinzaburo Takeda(1935-) and Tamiji Kitagawa(1894-1989), both artists and art educators. Kitagawa being a “defiant artist” representing the Showa period, and a philosopher who established an educational view of postwar children’s art that respects creativity and individuality. However, the art education that Kitagawa aimed for was never realized in Japan. Takeda has been an art teacher at The Benito Juarez Autonomous University of Oaxaca in Mexico for over 40 years since 1979. Takeda, who looked up to Kitagawa as his mentor, realized the kind of art education that Kitagawa aimed. What Takeda’s Art Education inherited from Tamiji Kitagawa is as follows; (1)Being close to children and giving them self-confidence through art. (2)Making sincere expressions from one’s heart. (3)Being enthusiastic about creating a society of children where art is generated. The transfer of art education from Kitagawa to Takeda was accompanied by great difficulty that occurred when the artist became an art educator.

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