Theoretical and Practical Research of Intellectual Education in Elementary Schools Arts and Crafts Class

小学工艺美术课智育的理论与实践研究

• 批准号: 16530561
• 负责人: TACHIHARA Yoshikazu
• 金额: $ 2.24万
• 依托单位: MIYAGI UNIVERSITY OF EDUCATION
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2004
• 资助国家: 日本
• 起止时间: 2004 至 2005
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-16530561/
• 关键词: school art education; intellectual education; theoretical research; practical research; subjective expression; playful art study; spiritual and ethical way of being; things we want to communicate to each other; 題材; 方法論的考察; 授業形態; 指導課程; ワークシート /

Making modelling activities conceived from materials, locations and suchlike a pillar of the school art curriculum, and having such activities revolve not around images of the mind, wherein reside things like meanings and concepts, but external images in which outside entities such as materials and location provide the basis for the student's imaginings, has resulted in a distinctly anti-intellectual framework in which ideas and emotions cease to be prerequisites for the production of art. As if to underline this nature of the curriculum, special emphasis is given to the "enjoyment" of modeling activities.Against this backdrop, the addition to the curriculum of "things we want to communicate to each other" is conditional on the existence of knowledge of human beings and reality, so compared to what until now has been the guiding classroom philosophy for art education, this places it firmly in the camp of intellectual education, contrary to what one might expect. In any case, while the … More explanatory document may not offer any grounds for adding "things we want to communicate to each other", it does describe the addition as an important part of expression in terms of examining oneself and trying to understand others. As such it can probably be viewed as subjective expression involving a spiritual and ethical way of being. The attempt to make people grasp such matters of the mind through the modeling arts constitutes a revolution in art education, and one may also imagine, shows that school art education has finally woken up to its role as a humanities subject involving more than just art appreciation.For the purpose of this research I assumed this to be the case, and took as my basic hypothesis the proposition that intellectual education can achieve the purpose of art education. By the purpose I refer here to the nurturing of "modeling capabilities" and cultivation of "artistic sentiment" specified in the curriculum. I considered whether this hypothesis is actually correct in terms of methodology, and ascertained its validity in practical terms. In other words, in an attempt to find a path through the difficulties confronting intellectual art education, I have made a theoretical study of the connection between this and specific methods and processes of instruction, starting with the conceiving and setting of subject matter, then ascertained the propriety of the practical methodology constructed. Secondly, by employing subject matter based on this, I have verified this theory to be realistic and effective in the classroom. Less

从材料、地点等方面构思的建模活动是学校艺术课程的一个支柱，而且这些活动不是围绕着心灵的图像（其中存在着意义和概念等东西），而是围绕着外部的图像，其中的外部实体（如材料和地点）为学生的想象提供了基础，这导致了一个明显的反智力框架，在这个框架中，思想和情感不再是艺术生产的先决条件。似乎是为了强调课程的这一性质，特别强调了建模活动的“乐趣”。在这样的背景下，“我们想要相互交流的东西”这一课程的补充是以人类知识和现实知识的存在为前提的，因此，与迄今为止艺术教育的课堂指导理念相比，这一课程将其牢牢地置于智力教育的阵营中，这与人们的预期相反。无论如何，虽然…More解释性文件可能没有提供任何理由来添加“我们想要彼此交流的东西”，但它确实将添加描述为审视自己并试图理解他人的重要表达部分。因此，它可能被视为一种涉及精神和道德存在方式的主观表达。通过造型艺术让人们掌握这些心灵问题的尝试构成了艺术教育的一场革命，我们也可以想象，这表明学校艺术教育终于觉醒到它作为一门人文学科的角色，而不仅仅是艺术欣赏。为了本研究的目的，我假设这是事实，并将智育可以达到艺术教育目的的命题作为我的基本假设。这里的目的是指课程中所规定的“造型能力”的培养和“艺术情操”的培养。我考虑了这个假设在方法论上是否正确，并确定了它在实践上的有效性。换句话说，为了在智力艺术教育面临的困难中找到一条路径，我从主题的构思和设置开始，对这与具体的教学方法和过程之间的联系进行了理论研究，然后确定了构建的实践方法的适当性。其次，通过运用基于此的题材，我在课堂上验证了这一理论的现实性和有效性。少

项目成果

Comparative Research on the Thematic Approach Based on Rhetoric Theory Revolving around the "Artificial intelligence saw…" and "The manhole saw…" in practice

围绕“人工智能锯……”与“沙井锯……”的修辞理论主题法的比较研究

• 发表时间: 2006
• 期刊: THE JOURNAL FOR SOCIETY ART EDUCATION IN UNIVERSITY NO 38
• 作者: KAI;Shinichi;甲斐進一;渡辺 雅子;渡辺 雅子;Masako Ema WATANABE;Masako Ema WATANABE;渡辺 雅子;渡辺 雅子;Masako Ema WATANABE;渡辺 雅子;渡辺 雅子;渡辺 雅子;渡辺 雅子;Masako Ema WATANABE;渡辺雅子;望月善次編(共著);渡辺 雅子;立 原 慶 一;立 原 慶 一;蝦 名 敦 子;蝦 名 敦 子;TACHIHARA Yoshikazu;EBINA Atsuko;TACHIHARA Yoshikazu
• 通讯作者: TACHIHARA Yoshikazu

「伝え合いたいこと」の主題表現に伴う鑑賞指導の方法論開発

开发一种基于“我们想要传达的内容”主题表达的欣赏教学方法

• 发表时间: 2005
• 期刊: 芸術文化 第10号
• 作者: TACHIHARA Yoshikazu;SAITO Morihiko;EBINA Atsuko;立原慶一;立原慶一;蝦名敦子;蝦名敦子;丸山 文裕;立 原 慶 一
• 通讯作者: 立 原 慶 一

Methodological findings in appreciation instruction : Expressing "intercommunication" as subject matter

鉴赏教学的方法论发现：以“相互交流”为主题

• 发表时间: 2005
• 期刊: TOHOKU SOCIETY FOR ARTS AND CULTURES NO.10
• 作者: Maruyama;Fumihiro;TACHIHARA Yoshikazu
• 通讯作者: TACHIHARA Yoshikazu

小学校学習指導要領「伝え合いたいこと」の題材論的研究 -立町小学校授業実践を用いて-

小学课程大纲“我们想要传达的内容”的专题研究——利用立町小学的课堂实践——

• 发表时间: 2006
• 期刊: 大学美術教育学会誌 第38号
• 作者: KAI;Shinichi;甲斐進一;渡辺 雅子;渡辺 雅子;Masako Ema WATANABE;Masako Ema WATANABE;渡辺 雅子;渡辺 雅子;Masako Ema WATANABE;渡辺 雅子;渡辺 雅子;渡辺 雅子;渡辺 雅子;Masako Ema WATANABE;渡辺雅子;望月善次編(共著);渡辺 雅子;立 原 慶 一;立 原 慶 一;蝦 名 敦 子;蝦 名 敦 子
• 通讯作者: 蝦 名 敦 子

Thematic Research of "in the Japanese Government Elementary School Curriculum Guidelines" A Case Study-Tachimachi Elementary School-

《日本官立小学课程大纲》专题研究案例-立町小学-

• 发表时间: 2006
• 期刊: THE JOURNAL FOR SOCIETY ART EDUCATION IN UNIVERSITY NO 38
• 作者: KAI;Shinichi;甲斐進一;渡辺 雅子;渡辺 雅子;Masako Ema WATANABE;Masako Ema WATANABE;渡辺 雅子;渡辺 雅子;Masako Ema WATANABE;渡辺 雅子;渡辺 雅子;渡辺 雅子;渡辺 雅子;Masako Ema WATANABE;渡辺雅子;望月善次編(共著);渡辺 雅子;立 原 慶 一;立 原 慶 一;蝦 名 敦 子;蝦 名 敦 子;TACHIHARA Yoshikazu;EBINA Atsuko;TACHIHARA Yoshikazu;EBINA Atsuko
• 通讯作者: EBINA Atsuko