著者

三桝 正典

出版者

広島女学院大学人間生活学部幼児教育心理学科

雑誌

広島女学院大学幼児教育心理学科研究紀要 (ISSN:21891184)

巻号頁・発行日

no.5, pp.39-45, 2019-03-20

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2018年【平成30年】9月,全国でも筆つくりで有名な熊野町の町制100周年を記念して特別展「筆が奏でる琳派の美」が熊野町筆の里工房で開催された.国の重要文化財など琳派の貴重な作品58点が 2期に渡り公開された.琳派は約400年前に本阿弥光悦と俵屋宗達によって創始され,尾形光琳・酒井抱一などによって継承された日本を代表する伝統的な流派である.その琳派の特徴的な表現の要素は,展覧会の図録や作品展示などでも示されていたが,「京の雅」「独特の技法による幽玄」「装飾的なデザイン」「金銀による大胆な余白」が挙げられる.筆者の作品もこれらの要素を用い表現してきている.本論では,これらの要素を元に制作した筆者の作品と制作過程を紹介しながら「ジャパニーズモダン」の表現の可能性を探りたいと考える本論文では,本年度俵屋宗達と尾形光琳をモチーフとして制作した 3点の作品「紅白梅図」の制作過程を記すると共に琳派の歴史的な表現要素と筆者の目指す現代表現における「ジャパニーズ・モダン」が創り出す不思議さや面白さの一端に触れることが出来ればと考えている.

著者

前田美和子

出版者

広島女学院大学

雑誌

広島女学院大学幼児教育心理学科研究紀要 (ISSN:21891184)

巻号頁・発行日

no.4, pp.71-77, 0000

著者

加藤 美帆

出版者

広島女学院大学

雑誌

幼児教育心理学科研究紀要 = Journal of the Department of Child Education and Psychology (ISSN:21891184)

巻号頁・発行日

no.2, pp.31-36, 2016-03

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The purpose of this paper is to analyze the students' reflections, written just after coming back from the training course, "Child Care & Teaching Practice II", and to find the difficulties students have foundin their trainings, and thus to examine a more efficient way of instructing at the "Guidance for Child Care & Teaching Practice" class.In this study, the following three aspects of description in the reflection sheet, written by the students participated in the "Child Care & Teaching Practice II", have been used as data. The questionnaire wasto ask what they had been regretting during their nursery practice.For this study, the text mining method has been used, with the "KH Coder" software. Co-occurrence network was also depicted in accordance with the age of the children, to find out some of the most concrete related terms. For further analysis, the KWIC Concordance has been used in order to seeneighboring word occurrences before and after the related terms.As a result, the following remarks are supposed to be made: For five-year-old children, the trainee students found difficulties at their work due to their easygoing predictions of the children's reactions.For four-year-old; the difficulty was due to the trainee's inadequate or insufficient addressing to the children. For three-year-old; they were unable to make a proper assessment of the situation at a quarrelbetween/among children, whether or not they should intervene at the scene. For two-year-old; they were at a loss what to find within the children's mind, and did not know how to deal with. For one-year-old and below; they failed to watch children in the room as a whole, also found it difficult to have any idea to make children enjoy.