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

我们描述了多样性，一系列的关系，进化，交流，影响和关键字之间的脱节，指的是二战后艺术教育家、理论家或评论家在两本杂志上断言或写过的评价因素。我们选择了《教育艺术》杂志和《艺术教育杂志》上的文章，分析了评价因素的关键词。如今，日本学生在艺术教育方面的永久学校记录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/发展想法和想象的能力，3)创意技能，4)作品欣赏。然而，教育家和其他提高儿童技能或活动的专家已经澄清了许多关于估值因素的关键字。这两本杂志选择的关键字是好的差-工作(图片)，好的差的形象，NA…更真实的儿童，个性，追求主题的能力，现实主义的美，情感，智力，审美表达，比喻的力量，自我的表达，起源的性质，审美情操，游戏的功能，活着的感觉，自由，有生存的能力，自主，识别空间的能力，想法，同情心，和操纵原材料的能力。总之，作为日本艺术教育评价因素的关键词和概念被建构起来，并影响到以下流程：1)镇压、释放主张和基于反对学校控制的自由主义的进步教育；2)现代艺术运动和将这些概念引入学校艺术；3)创造、想象和想象的能力；4)教育技术、行动研究和认知心理学的方法；5)关于学校成绩的争论；6)儿童的本性和他/她的游戏之间的关系。这些一直是关于日本学校艺术教育的关键问题。本研究取得的成果存在以下问题。较少

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