This research aims to clarify the difference between Architectural and non-Architectural students in terms of their ability to grasp their position by verifying architectural drawing in real space (verification ability for architectural drawing). Furthermore, this research is to get insights about the relationship between the grades of subjects to be studied by Architectural students. Herewith we clarify the deepening process of the verification ability for architectural drawing of Architectural students. The research method is to let Architectural and non-Architectural students be the test subjects, and conduct an experiment using a unique detached house as a tracking experiment location and a survey by questionnaire. As a result of the analysis, for ordinary citizens, who is non-Architectural students, to acquire the verification ability for architectural drawing, it has been suggested that specialized architectural education is necessary at the level of a second grader of Architectural Universities (Junior Colleges or Vocational Colleges). In terms of citizen's cocreation for public architecture, citizen’s learning of the verification ability for architectural drawing could not be established within the range of Home Economics courses of Junior and High School.

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　Townscapes change from one instance to another. People have recorded changes of townscapes by taking photos since cameras became widespread in nineteenth century. Digital cameras and smartphones have become widespread in twenty-first century, it leads people to taking much more photos than before. On the other hand, the number of film photos is decreasing because of degradation or disposal of films. In this research, we have developed an application by using ICT in order to effective practical use of film photos, and we expect that people become more understand visual literacy as changes of townscapes and record present townscapes by using the application. We did a first demonstration experiment in 2016, and renewal the application in 2019. In this paper, we consider the effectiveness of the application through results of twice experiments, and we refer to the future development.

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　This paper reports on specific educational case studies about the 3 tasks of 3 D construction that were taught by the author in charge of the subject of basic education of plastic arts subjects at a design college. In addition, we analyze the self-evaluation in the free description of the production process written by the students after each task based on the results of each task. This will deepen the knowledge about the learning process of design beginners from the actual state of basic education of plastic arts, and consider the tasks on the instructor's side.
　Through the analysis of tasks, in the basic education of plastic arts targeted for design beginners, it was found that it was necessary to make an effort to have preliminary knowledge in advance regarding the characteristics and processing methods of materials, and the selection of tools such as adhesives suitable for application. Herewith, it was thought that design beginners could smoothly form the shape imagined at the previous stage of production, and could focus on the theme of the task and proceed with the production.

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[in Japanese]

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