Since art is a form of media representation, understanding and representing art can be discussed within the framework of media literacy. Additionally,as literacy is the fundamental characteristic of educational capacity and function, or culture, art education also needs to be discussed from the perspective of literacy. This paper aims to reconstruct the concept of art and art education from the perspective of literacy and record its practice. Therefore,this study reviews domestic and international research contributing to the relationship between art and literacy,offering new proposals for the concept of art literacy. Art is constructed physical and semantic information, so literacy can be discussed from the perspective of understanding information. The concept of“Kansei”(aesthetic sensitivity) is the important element that differentiates art education from other education and it should be discussed even when examining art from the perspective of literacy.
The present study examined effects of information organizing tools on studentsʼinformation searching and presentation. In Japanese language lesson, 7th and 8th grade middle school students (N＝77) were told to give a presentation (“show and tell”)about their favorite books. The students were assigned to two different conditions:(a) divergent condition:students used mind-map to search information diffusely,and (b) convergent condition:students used category sheet(a tool to classifyinformationin 4 categories to do convergent search. Comparing conditions using studentsʼoutputs,students in the divergent condition searched more information and compared more information than students in the convergent condition. On the other hand,students in the convergent condition could achieve information searching in a short amount of time. These results suggest that information organizing tools define leanersʼdirections of information searching,and effect on presentation.
The present study investigates how the Japanese Language teaching policy changed during the time of Colonial Korea in 1910s and 1920s from the view point of language education. I found the answer in YAMAGUCHI Kiichiroʼs and ASHIDA EnosukeʼsʻTheories of Teachingʼpolicies. Two scholars who also edited The Japanese textbook.
The main materials used for the analysis of this study are“Japanese Language textbook in elementary school in 1912”(hereinafter referred to as“Yamaguchi edition textbook(1912)”)and“Japanese Language textbook in elementary school in 1923”(hereinafter referred to as“Ashida edition textbook(1923)”). Analyzing the five aspects of Language learning,that is:Listening,Speaking,Reading,writing and Spelling in both the first and second Education Low of Chosun,I discovered that Yamaguchi and Ashida textbooks are important to the development of Language proficiency in Japanese teaching.
As a result,the Japanese Language Education changed their focused from“The Japanese Language teaching policy as a foreign language”,to “The Japanese Language teaching policy as a national language”. Meaning that, they changed the Japanese Language Education their focus from the Spoken Language for language development in the 1910s,to focus on written language in Reading and Writing Education in 1920ʼs. Hence,I believe that the main difference between the Japanese language teaching policy as a foreign language and Japanese Language teaching policy as a national language, lies in the different perspective between that Yamaguchi and Ashida had, between the spoken language and the written language.
This study examines whether a teaching method that makes use of intentional discourse about the weather report an everyday topic is effective for improving Japanese reading ability,which is currently an issue in Japanese education.
I developed a language instruction method called the ʻOtenki(Weather)Methodʼthat deepens studentsʼunderstanding of words by having them match words with everyday life experiences and heightens studentsʼsense of the language by exposing them to the same words repeatedly. The following two points became clear when this method was implemented at a mainstream elementary school.
First,this method,which makes use of intentional discourse,improves vocabulary ability. In other words,effective Japanese language education can be carried out via continual instruction that takes place even during short conversations outside of Japanese class such as morning meetings.
Second,using this method,students can deepen their understanding of various words relating to the seasons through experience. Furthermore, repeatedly hearing the same words enhances their vocabulary abilities and sense of the language,fostering pragmatic competence.
It appears that this Japanese language education method would be effective for not only students at schools for the hearing impaired and mainstream elementary schools,but also for pre-elementary schoolchildren and middle school students.