Language Activities in Learner-Centered Art Education

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This study formed a basis for introducing language activities in learner-centered art education into classrooms. A framework of studies on Art Writing Education, which utilizes a writing process for fostering thinking in language for the advancement, sharing, and retention of what one learned in art, was proposed. Programs for promoting art writing education were conducted and evaluated. Training programs for facilitators of group discussion in learning art were introduced and the result examined.