A Study on Transition Characteristics of Evaluation Factors for Art Education after WWII

我们提出了一个描述的多样性，一个链的关系，演变，交流，影响，和关键字之间的断开，指的是评估因素，艺术教育家，理论家，或评论家断言或写在两本杂志二战后。我们选取了《Kyouiku-Bijutsu》（《教育艺术》）和《Biiku-Bunka》（《艺术教育杂志》）月刊上的文章，对评价因素的关键词进行了分析。目前，日本艺术教育专业学生的永久成绩中包含四项评价因素：1）兴趣/愿望/态度关于造型艺术，2）创造/发展想法和想象的能力，3）创造技能，和4）欣赏作品。然而，教育工作者和其他专家对改善儿童的技能或活动已经澄清了许多关键词有关的评估因素。在这两本杂志中选择的关键词是好的穷人-工作（图片），好的穷人-图， ...更多信息 儿童的真实性、个性、追求主题的能力、现实主义之美、感性、智力、审美表达、形象化的力量、自我表达、起源的本质、审美情趣、游戏的功能、感觉活着、自由、有生存的力量、自主性、识别空间的能力、思想、同情的感觉和操纵原材料的能力。日本美术教育中的关键词和概念作为评价因素的建构和影响主要表现在以下几个方面：1）以自由主义为基础的反学校控制的压抑释放主张和进步教育; 2）现代美术运动及其在学校美术中的引入; 3）创造力、想象力和形象力; 4）教育技术、行动研究、5）关于学校教育的争论。6）儿童的天性与游戏的关系。这些都是日本学校艺术教育的关键问题。本研究结果存在的问题如下。少

We present a description of diversity, a chain of relationships, evolutions, exchanges, influences, and disconnections between keywords, referring to evaluation factors that art educators, theorists, or commentators have asserted or have written about in two magazines after WWII. We selected articles in monthly magazines, Kyouiku-Bijutsu [Art in Education] and Biiku-Bunka [Magazine for Art Education] and analyzed the keywords of evaluation factors.Nowadays, four terms of the valuation factors are included among permanents school records for Japanese students in art education: 1) Interests/aspirations/attitudes regarding plastic arts, 2) Ability to create/develop ideas and to imagine, 3) Creative skills, and 4) Appreciation of works. However, educators and other experts on bettering children's skills or activities have clarified many of the keywords regarding the valuation factors.The keywords that were selected in the two magazines are good poor-work (picture), good poor-figure, the na … More ture of the child, personality, the ability to pursue themes, the beauty of realism, sensibility, intellect, aesthetic expression, figurative power, expression of the self, the nature of the origin, aesthetic sentiment, function of play, feeling alive, being free, having the power to live, autonomy, ability to recognize space, ideas, the feeling of sympathy, and the ability to manipulate raw materials.In conclusion, keywords and concepts as evaluation factors in Japanese art education were constructed and influenced the following streams.1) Repression release claim and progressive education based on liberalism against school control.2) Modern art movement and the introduction of the concepts into school art.3) The abilities of creation, imagination, and image.4) Approach by educational technology, action research, and cognitive psychology.5) Controversy about school achievements.6) Relationship between the nature of the child and his/her play.These have been crucial issues pertaining to Japanese art education in schools. The problems with the results this research obtained are as follows. Less