3 0 0 0 OA 岸田劉生の『図画教育論』 : 大正期図画教育における<写生>の一断面
- 著者
- 塚田 美紀
- 出版者
- 東京大学
- 雑誌
- 東京大学大学院教育学研究科紀要 (ISSN:13421050)
- 巻号頁・発行日
- vol.36, pp.407-415, 1996-12-20
This paper examines the concept of art education of Ryusei Kishida(1891-1929) focusing on the meaning of "Shasei"("realism of sketching") and "Shajitsu" ("realism") , for the purpose of revealing the problems of expression in art education at Taisho era. "Shasei" is a problematic term both in art history and art education history in japan. Originally this term included not only the meaning of sketching merely "an object" , but also of pursuing "acutuality" and "liveliness" , even "spirituality" of the object. The richness of this term "Shasei" would be seen in the writings of Kishida, a painter who explored "Shajitsu"("realism") through his life. Kishida revealed that "Shajitsu" could take place only through a struggle between "inner life" and "object" . He also suggested that, through this struggle, the materials and techniques composing the "surface" of picture could become tools of enriching the expressing self. Through considering how his thoughts was accepted among art teachers in Taisho era, we could illuminate the problems of expression in historical context, that is, the separation between "inner life" and "technique" in expression.
1 0 0 0 OA 明治末期「教育的図画」創出をめぐる「技術」の問題 : 柿山蕃雄とその周辺
- 著者
- 塚田 美紀
- 出版者
- 東京大学
- 雑誌
- 東京大学大学院教育学研究科紀要 (ISSN:13421050)
- 巻号頁・発行日
- vol.38, pp.347-355, 1998-03-26
This paper examines art education of Kakiyama Ban-yu, who studied in the Art School of Tokyo founded by Ernest Fenollosa and Okakura Tenshin, and contributed to the birth of "art pedagogy" in primary education. Revealing the composition of drawing and painting technics in his "art pedagogy", this paper illuminates the structure of his systematization of art skills. The conception of "art pedagogy" was raised by professors of Art School of Tokyo and Teachers School of Tokyo, to construct a systematic teaching method in general education by integrating the technics of Western art and Japanese traditional art. Kakiyama actually tried to explore his own method by organizing the technics not from the teacher's viewpoint but from student's one as art creator. This Kakiyama-method succeeded to those of his antecedents and resembled to those of his contemporaries much in contents of the technics. Nevertheless the way of organizing drawing and painting technics as art creator was unique, and at this point he should be regarded as a pioneer of art education in general education, and as an educator quite different from the mainstream of "art pedagogy".
1 0 0 0 教育におけるケアリング
1 0 0 0 OA 明治末期「教育的図画」創出をめぐる「技術」の問題 : 柿山蕃雄とその周辺
- 著者
- 塚田 美紀
- 出版者
- 東京大学大学院教育学研究科
- 雑誌
- 東京大学大学院教育学研究科紀要 (ISSN:13421050)
- 巻号頁・発行日
- vol.38, pp.347-355, 1998-03-26
This paper examines art education of Kakiyama Ban-yu, who studied in the Art School of Tokyo founded by Ernest Fenollosa and Okakura Tenshin, and contributed to the birth of "art pedagogy" in primary education. Revealing the composition of drawing and painting technics in his "art pedagogy", this paper illuminates the structure of his systematization of art skills. The conception of "art pedagogy" was raised by professors of Art School of Tokyo and Teachers School of Tokyo, to construct a systematic teaching method in general education by integrating the technics of Western art and Japanese traditional art. Kakiyama actually tried to explore his own method by organizing the technics not from the teacher's viewpoint but from student's one as art creator. This Kakiyama-method succeeded to those of his antecedents and resembled to those of his contemporaries much in contents of the technics. Nevertheless the way of organizing drawing and painting technics as art creator was unique, and at this point he should be regarded as a pioneer of art education in general education, and as an educator quite different from the mainstream of "art pedagogy".
1 0 0 0 OA 英国テイト・ギャラリーの教育普及活動における学校連携の方法と成果
研修の機会などを通じた美術にたいする教師への教育と学校との連携という観点から俯瞰したとき、テイト・ギャラリーの教育普及活動全般が非常に質の高い内容を誇っていることを調査によって確認した。さらに、学校と連携して行われた実践的な教育プログラムであるバーバル・アイズ(Verbal Eyes)というプロジェクトの実施の方法と教育的意義の両面について、学芸員・教師・アーティストなど主要な関係者から聞き取り調査を行い、美術教育における美術館利用のあり方や表現活動と鑑賞活動を有機的に結びつける手法、そして、アーティストを媒介にした現代の美術の動向を学校に伝達する方法を明らかにした。