主題表現法に基づく造形表現力と鑑賞及び評価能力育成に関する考察 : 題材「季節感のある和菓子のデザイン～仙台市の四季～」を通して

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  • Observations on fostering the ability to engage in artistic expression and art appreciation and evaluative abilities based on the thematic expression method : via the theme "Designing traditional confections with a seasonal flavor : the four seasons in Sendai"
  • シュダイ ヒョウゲンホウ ニ モトズク ゾウケイ ヒョウゲンリョク ト カンショウ オヨビ ヒョウカ ノウリョク イクセイ ニ カンスル コウサツ ダイザイ キセツカン ノ アル ワガシ ノ デザイン センダイシ ノ シキ オ トオシテ
  • シュダイ ヒョウゲンホウ ニ モトヅク ゾウケイ ヒョウゲンリョク ト カンショウ オヨビ ヒョウカ ノウリョク イクセイ ニ カンスル コウサツ ダイザイ キセツカン ノ アル ワガシ ノ デザイン センダイシ ノ シキ オ トオシテ

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This paper studies the methodological hypothesis that if "our own works guided by thematic expression" are appreciated and evaluated by paper questionnaire, the abilities in question will be cultivated effectively. Ensuring conversance with all answers provided by pupils in response to the questionnaire, analysis isperformed using two research methods: itemizing the evaluation content, and devising standard responses. Theaim is to use these techniques to explore the level of ability and features of that ability exhibited and shaped bythe material, and utilize the knowledge thus acquired of the current state of ability and any relevant issues toenrich and develop future educational practice. Of the three types identified by dividing the content for evaluation by item, in particular need ofconsideration in terms of instruction for the purpose of fostering pupils' art appreciation and evaluation abilitiesare the ten percent of pupils belonging to number two, "the type that ended unfavorably, perhaps because thecontent for evaluation was not itemized." These pupils were unable to perceive any theme in the work, andtheir sensibilities are functioning insufficiently to sense the meaning and sentiment of the work. Then, of the four types of ability identified by devising standard responses, demanding consideration withregard to instruction in thematic expression are the ten percent of pupils belonging to number three, "the typewhose expression encompassed only an awareness of theme" and ten percent belonging to number four, "thetype showing no awareness of the theme", a total of twenty percent of pupils. These pupilshave not mastered thematic expression. The remaining eighty percent of pupils however succeeded inachieving self-innovation through this means of artistic expression, and tasting the joy of an experience akin tocritiquing the status quo. A methodological hypothesis was proposed and its validity investigated in a practical manner, and theeducational significance of this material revealed to be great enough to warrant special mention.

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