Researching a Process to Form and Develop a Concept for Subject Matter Used to Create Teaching Units

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This study surveys the reception, establishment, and changes of educational terms concerning the concept of subject matter and explores the significance of this process for today. In the 1950s, the five fields were established as constituting art education. Mainstream art education focused on disciplines. In the 1970s, the concept of the subject matter underwent transformation under ideas such as integrated curriculum and formative play. In 1982, the subject matter was defined in a book of art instruction material as "media that connect teachers and students." At the same time, the concept of the subject matter of art is changing under influences such as modern art, empiricism, project-based learning, and ESD. As a result, a subject matter as art education has transcended the meaning of focusing on visual objects, and is functioning, as a holistic subject matter comprised of "experiences" produced from the interactions between students, teachers, and the environment.