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

我们描述了关键词之间的多样性、关系链、演变、交流、影响和脱节，参考了二战后艺术教育家、理论家或评论家在两本杂志上断言或写过的评价因素。我们选取了月刊《教育中的艺术》和《艺术教育杂志》上的文章，分析了评价因素的关键词。如今，日本艺术教育学生的永久学籍中包含了四个评价因素：1)对造型艺术的兴趣/愿望/态度，2)创造/发展思想和想象的能力，3)创造技能，4)对作品的欣赏。然而，教育工作者和其他提高儿童技能或活动的专家已经澄清了许多关于评估因素的关键词。在这两本杂志中选出的关键词是：好作品（图片），好人物，孩子的更真实，个性，追求主题的能力，现实主义之美，感性，智力，审美表达，具象能力，自我表达，起源的本质，审美情感，游戏的功能，感觉活着，自由，有生活的力量，自主，识别空间的能力，想法，同情的感觉，以及操纵原材料的能力。综上所述，作为日本艺术教育评价因素的关键词和概念被构建并影响了以下几个方面。1)压抑释放主张和以自由主义为基础的进步教育，反对学校控制。2)现代艺术运动及其对学校艺术理念的引入。3)创造、想象和形象的能力。4)教育技术、行动研究和认知心理学方法。5)学业成绩争议。6)孩子的天性和他/她的游戏之间的关系。这些都是与日本学校艺术教育有关的关键问题。本研究得出的结果存在以下问题。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