Structure and Essence of Head-feet Expression Forms in Infants' Human Figure Drawings

婴幼儿人物画中头足表现形式的结构与本质

• 批准号: 10610256
• 负责人: TAKAHASHI Toshiyuki
• 金额: $ 1.79万
• 依托单位: OKAYAMA UNIVERSITY
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1998
• 资助国家: 日本
• 起止时间: 1998 至 2001
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-10610256/
• 关键词: infact education; human figure drawings; head-feet expression forms; early childhood formative arts; child care specialization; training child care teachers; 造形表現; 描画活動; 幼年造形教育; 人物表現

The Intellectualistic View in the Explication of Infants' Head-feet Expression Forms and Drawing Development Theory of G.H.Luquet : The purpose of this paper is to elucidate one of the important problems in the frame of the forming education in the childhood through infants' drawing research. In the first half of this paper I referred to the situation that "the Intellectualistic Theory " and "the Intellectual Realism" exist and these validities are not still verified. And next I referred to the fact that head-feet expression forms of infants' human drawings are explicated by the intellectualistic view. Moreover, I examined the problem concerning the variety of both descriptions closely and arranged the confusion of "the Intellectualistic Theory " and "the Intellectual Realism". In the latter half of this paper I described the relation to head-feet type and the drawing development theory by G.H.Luquet (1927), taking up "The defective Realism", "Inner model" and "the Intellectual Realism … More ". After all, "the Intellectual realism" which appears in the human drawing is a phenomenon which happens to the detail and it is not possible to apply to the point where a structural characteristic of head-feet type is disregarded. Because the body is not included in the drawings which infants try to express as what they know. Therefore, the motivation of head-feet type drawings should be sought from another theory.Criticism to The Intellectualistic Theory of H.Eng concerning infants' head-feet expression forms : The purpose of this paper is to clarify The Intellectualistic Theory and the surrounding problems in the frame of the forming education in the childhood through infants' drawing research focusing head-feet expression forms which can be observed in the initial character expression. In this paper, the focus is applied to H.Eng. Eng took the standpoint of the Intellectualistic theory, which insists "Children do not draw as they see but araw what they know and he explained an initial structure of head-feet expression forms by the theory. Although a lot of researchers who insisted on the intellectualistic theory exist from the beginning of the 20th century, only Luquet and Eng stated it in the background of specific infant's run case study. Nobody has stated like this since then. However, the opinion concerning head-feet expression forms of Luquet and Eng differs definitely. Therefore, it is necessary to reexamine the intellectualistic theory of Eng for its research characteristic by all means. Eng's research which is given critical consideration by this paper is the one that his niece's Margrethe was selected as the person for the observation, the first edition in English translation was published in 1931. The part concerning head-feet expression forms and the intellectualistc theory is excerpted and is reexamined his book.Understanding the Formative Arts by the Specialty of Child Care Person and Structuring the Infant Formative Arts Pedagogy : The formative arts education before entering school is a kernel of the infant education, and it can be said the indispensable one to promote human nature. The purpose of guidance or help to the forming activity is to make the child acquire his original expression. The infant formative arts pedagogy assumes the formative arts education before entering school and arts and crafts in the elementary school to be a Key, and at the same time it is a new concept which inclusively treats the life department education in the elementary school, the formative arts education at home, the art museum education, the child pavilion education, and the library education, which are the adjacent area. Less

卢凯儿童头足表现形式阐释中的知性主义观点与绘画发展理论本文旨在通过对儿童绘画的研究，阐明儿童期形成教育框架中的一个重要问题。在本文的前半部分，我提到了“知识分子理论”和“知识分子现实主义”的存在，这些有效性仍然没有得到证实。其次，我提到了幼儿人体绘画的头-脚表现形式是由知性主义观点解释的。此外，本文还对这两种描述的多样性问题进行了细致的考察，并对“知识分子理论”与“知识分子现实主义”的混淆进行了梳理。本文的后半部分论述了头足式与吕凯（1927）绘画发展理论的关系，即“缺陷现实主义”、“内在模式”和“知识现实主义 ...更多信息 ".毕竟，在人类绘画中出现的“智力现实主义”是一种发生在细节上的现象，它不可能适用于忽视头-脚类型的结构特征。因为身体并不包括在婴儿试图表达他们所知道的图画中。因此，应该从另一种理论中去寻找头足式绘画的创作动机。对英格关于婴儿头足表现形式的知性主义理论的批判：本文旨在通过对幼儿绘画的研究，以幼儿绘画为中心，在幼儿期形成教育的框架下，澄清“智性主义”理论及其相关问题。脚的表现形式，可以观察到在最初的字符表达。本文将重点放在黄汉钧身上，他站在“儿童画的不是他们所看到的，而是他们所知道的”的知性主义理论的立场上，用这一理论解释了一个头-脚表现形式的初始结构。虽然从世纪开始就有很多学者坚持知性主义的理论，但只有Luquet和Eng是在具体的婴儿奔跑个案研究的背景下进行论述的。从那以后没有人这样说过。然而，关于Luquet和Eng的头脚表达形式的看法肯定不同。因此，我们有必要重新审视英格的知性主义理论，以了解其研究特色。本文重点考虑的是英格的研究，他的侄女玛格丽特被选为观察的人，英文翻译的第一版于1931年出版。从幼儿的特殊性认识造型艺术，构建幼儿造型艺术教育学：学前造型艺术教育是幼儿教育的核心内容，是提升人性不可或缺的一环。对形成活动的指导或帮助，目的是使儿童获得他的原始表达。幼儿造型艺术教育学是以学前造型艺术教育和小学工艺美术教育为重点，同时包容性地对待小学生活部教育、家庭造型艺术教育、美术馆教育、儿童馆教育、图书馆教育等相邻领域的新概念。少

项目成果

高橋敏之: "幼児の頭足人的表現形式の連続描画に見られる対象の重要度による描き分け"日本児童育成学会誌『児童育成研究』(ISSN 0912-4950). 第16号. 2-12 (1998)

高桥俊之：“根据婴儿连续绘画中所看到的物体的重要性和人文表情进行绘画分类”日本儿童发展学会杂志，“儿童发展研究”（ISSN 0912-4950）第16.2期。 -12 (1998)

TAKAHASHI Toshiyuki.: "Criticism to the Intellectualistic View in the Theoretical Explanation of Infants' Initial Human Drawings"JOURNAL OF HOME EDUCATION. No.5. 21-29 (2001)

高桥敏之：“对婴儿最初人体绘画理论解释中的理智主义观点的批判”家庭教育杂志。

高橋敏之: "主知能の解釈の可変性とその問題点" 日本家庭教育学会誌『家庭教育研究』. 第3号. 40-48 (1998)

高桥俊之：“主要智力解释的变异性及其问题”，日本家庭教育学会杂志，《家庭教育研究》第3期，40-48（1998年）。

高橋敏之: "幼児の頭足人的表現形式の連続描画に見られる対象の重要度による描き分け" 日本児童育成学会誌『児童育成研究』. 第16号. 2-12 (1998)

高桥敏之：“根据婴儿连续绘画头部和人体表情中所看到的物体的重要性进行绘画分类”日本儿童发展学会杂志，儿童发展研究，第16期，2-12（1998）

高橋敏之(共著): "若元澄男/編集『重要用語300の基礎知識 9巻 図画工作・美術科重要用語300の基礎知識』"発行者・籐原久雄,発行所・明治図書出版株式会社. 329 (2000)

高桥俊之（合着）：《300个重要术语的基础知识第9卷，若本澄夫编辑，《艺术、工艺和美术的300个重要术语的基础知识》出版：加藤原久夫，出版：明治东照出版公司。 ，有限公司 329 (2000)