「遊び」を活かした美術教育実践の構想（2）　－乾 一雄の美術教育の構想にみられる「遊び」の原理と教育実践－

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  • 「 アソビ 」 オ イカシタ ビジュツ キョウイク ジッセン ノ コウソウ(2)カンカズオ ノ ビジュツ キョウイク ノ コウソウ ニ ミラレル 「 アソビ 」 ノ ゲンリ ト キョウイク ジッセン
  • Practical Concept of Art Education Utilizing “Play” (2) : Principle of “Play” in Inui's Concept of Art Education and Actual Examples of Educational Activities

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This study intends to reveal the genealogy of art education utilizing "play" which relates to "Playful Art Study" in the current curriculum guidelines of the Ministry of Education for Art and Handicraft in elementary education. This report features Kazuo Inui (1920-1992) who was a practitioner and researcher of art education in Osaka. In the previous report for this continuing study, it was pointed out that the cycle of artistic expression based on the principle of "play" has some ambiguities concerning (i) the relationship between the fundamentals of artistic expression activities and the process of artistic expression and (ii) the initial motivating step. In this report, these issues are examined together with actual examples of educational activities based on the said process and another paper of Inui. In regard to the relationship between the fundamentals of artistic expression activities and "play" , it is found that when teaching basic matters concerning forms and colors, Inui introduced form-making and colormaking play to stimulate the interest of children instead of mechanically instructing them what to do. He called those subjects which were set up to trigger play "motivation subjects" and distinguished them from "target subjects" which were set up to create art work. To initially motivate chil-dren, Inui used motivation subjects as the starting point along with the skilful arrangement of motivation subjects.

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