WEKO3
インデックスリンク
アイテム
図画工作・美術科学習指導要領の論理性とその美術教育観
https://mue.repo.nii.ac.jp/records/83
https://mue.repo.nii.ac.jp/records/83e8878238-ef7f-4336-8d59-3cec9aa040f6
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00004897829 (437.7 kB)
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| アイテムタイプ | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2007-01-01 | |||||
| タイトル | ||||||
| タイトル | 図画工作・美術科学習指導要領の論理性とその美術教育観 | |||||
| タイトル | ||||||
| タイトル | The logic of the arts and crafts/fine arts curriculum and its art education perspective | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 主題表現 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 造形遊び | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 要領にはらむ理論的矛盾 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 精神的道徳的努力 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 物質表面との戯れ | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | thematic expression | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | "art play" (zokei asobi) | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | theoretical contradictions in the curriculum | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | mental and moral effort | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | playing with material surfaces | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ページ属性 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | P(論文) | |||||
| 記事種別(日) | ||||||
| 値 | 論文 | |||||
| 論文名よみ | ||||||
| その他のタイトル | ズガコウサク ビジュツカ ガクシュウ シドウ ヨウリョウ ノ ロンリセイ ト ソノ ビジュツ キョウイク カン | |||||
| 著者名(日) |
立原, 慶一
× 立原, 慶一 |
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| 著者所属(日) | ||||||
| 値 | 宮城教育大学美術教育講座 | |||||
| 抄録(英) | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | The character of the arts and crafts curriculum is that of a theoretical framework consisting of expressive activities and art appreciation, structured in order to realize the educational objectives of fostering expressive ability and cultivating artistic sentiment. This paper first of all questions the theoretical conformity of the curriculum, and secondly makes a number of observations on its view of art education. Expressive activities can be divided into thematic expression, and "art play" (zokei asobi). The subject of arts and crafts is managed to all intents and purposes with the object of cultivating artistic sentiment, but in the realm of zokei asobi especially, it is revealed to be self-destructive in nature, for example in the contradiction between the object of the subject and the expressive activities designed to achieve that object. Children are forced to regress in a manner unthinkable in any other school subject, and the theoretical contradictions in the curriculum have been consistently neglected. Activities involving "thematic expression" have their essence in the representation of intellect, emotion and intention as subject matter, and ought to be accompanied by a sense of achieving an act of expression, and the joy of eliciting a response from others. On the other hand however, as well as a process of mental and moral effort in ideas, this is one of technical struggle in the quest for efficacy in bringing such effort to artistic expression, for example persisting until one has worked out the concepts of the method of expression. In contrast, because zokei asobi does not require the student to envisage the finished result, form start to finish at no point is a deliberate effort or struggle to achieve expression required. In zokei asobi, insofar as can be inferred from the text of the curriculum, because defining of the student's own mode of living by forming an image of the world (reality) is absent, there can be no circumstances under which a worthy everyday existence is brought to the student. This means that the student is only playing with material surfaces, with no thought for his or her relationship with others or society, or with him or herself, or of pathways to improving these relationships. Little wonder then that children are becoming alienated in terms of their character formation. As well as emphasizing extending the ability to see, art appreciation is based on the ability to sense something in works of art. In art appreciation lessons special emphasis is placed on the task of observing objectively what one can see and gradually building up understanding, ultimately gaining a feel for the artist's intention and emotions in the work. This is also the ultimate purpose. The idea is to raise children as participants in a cultural construct, and as members of the art appreciation community, through this sort of desirable art appreciation. | |||||
| 雑誌書誌ID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA1125110X | |||||
| 書誌情報 |
宮城教育大学紀要 巻 42, p. 111-122, 発行日 2007 |
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