"Thematic Method" Research on Art Education 〜Focusing on Relationship between Themes and Thematic Expression〜

本文以年轻人的创作经验为主要研究对象，提出了以下问题：一个人应该做些什么来重新发现自己，并通过绘画/绘画的行为来感受自我扩展的满足感？问题是可以说，可以采用什么方法来定义一个未定义的自我，并进一步扩展这个自我。这里所说的自我，是指反映与他人和世界的关系的自我意识。本研究的目的是从连贯的综合理论的展开的角度，对青少年主体性的恢复和自我的确立进行广泛的把握，同时阐明主题表达（通过形式表达主题意识）的结构和动态的特殊性。我将实现这一目标的艺术教育的运作定义为“使用‘主题与主题表达之间的关系’的教育”。这种方法论的独特之处还在于，它提供了意义，作为提取自己生活和世界主题的起点，鉴于对主题的重视，我将其简单地命名为“主题方法”。“本文的重点是验证这种方法的有效性和临床意义。换句话说，由主题激发的“主题”意识的“物理形式表达”，以及在这个过程中，尽管有冲突，但在画面平面上成功地赋予生命的主题的接受体验，一些只能被描述为试图提取轴下的教育场景的东西--从人类形成的角度来理解它的意义。

In this paper, using the creative experiences of young people as my prime target of research, I posed the following question : What should a person do to discover oneself anew and feel the satisfaction of expanding within oneself through the act of drawing/painting a picture? The question is one so to speak of what method can be adopted to define an undefined self and extend that self further. The self I speak of here is self-awareness reflecting the relationship with others and the world.The objective of this research was a broad line grasp of the recovery of subjectivity in young people and the establishing of the self, from the perspective of deployment of a coherent integrated theory, while clarifying the special characteristics of the structures and dynamism of thematic expression (expression of thematic consciousness through form). I defined the workings of art education that realize this objective as "education using 'the relationship between themes and thematic expression'." This methodology furthermore is unique in terms of providing meaning as a starting point for extracting the themes of one's own life and of the world, and in view of the weighting toward themes I have christened it simply the "thematic method."The main point of this paper was the verification of the effectiveness and clinical significance of this method. The "expression in physical form" of a consciousness of "subject matter" motivated by theme, and, in that process, albeit with conflict, the experience of being receptive to the subject matter successfully brought to life on the picture plane is, in other words, something that can only be described as an attempt to extract an educational scenario that lies beneath the axis--the appreciation of its meaning in terms of the formation of the human being.