小学校・図工科における教師力育成のための研修実践とその効果:―ドローイングを手立てとして―  [in Japanese] Training to Foster the Teaching Capabilities of Elementary School Teachers in Art Education: Using Drawing as a Means to Explore Teachers' Expressions  [in Japanese]

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Abstract

<p>図工の授業では,子どもたちの多様な作品から創作の意図や表現の工夫を読み取り,指導することが教師には求められる。本研究では,図工科の教師力育成のための研修を開発し,2名の小学校教員に4か月間で12回のプログラムに参加してもらった。研修では,教員が自身の表現に気づき,実感することを目的に,自由な創作の手段としてドローイングを主にした創作活動を行った。期間中の縦断的な調査の結果,普段から絵を描いていたA教諭は,「取り組みの困難さ」は初め低かったが,課題を見つけ徐々に上昇していった。一方,表現への抵抗感があったB教諭は,「予期せぬ発見」を体験しながらも,「自分の表現の問題点」を見出すことが徐々に難しくなった。本研修プログラムは,いずれの教員に対しても,自分の表現の捉え方を初期状態から揺り動かし,新たな状態へと移行するきっかけを作ったことが示唆される。</p>

<p>In elementary school art education, it is necessary for teachers to provide instruction with an understanding of the child's creative and expressive intentions using various art products. In the present study, two elementary school teachers attended a training program in twelve sessions across four months. In the teacher training program, the teachers were involved in creating activities that included drawing as a less skill-dependent means of creation, through which they could identify their own expressions and undergo exerting an agency in expression. The teacher's recognition of agency was expected to provide the basis for realizing and acknowledging diversity and value in the children's work. Longitudinal research revealed the teachers' reflections. Teacher A, who was familiar with creation, had little difficulty at the beginning of the program, however, experienced greater difficulty as the training program progressed. By contrast, Teacher B, who reported feeling resistance at the beginning of the program, encountered unexpected findings: he reported experiencing difficulty in exploring the problems in his own expressions. These results suggest that the teacher training program in this study provided an opportunity to modulate teachers' recognition of their own expression, shifting from the initial state to the next state of expression.</p>

Journal

  • Studies in Art Education

    Studies in Art Education 51(1), 257-264, 2019

    University Art Education Society of Japan

Codes

  • NII Article ID (NAID)
    130007823853
  • NII NACSIS-CAT ID (NCID)
    AA12831535
  • Text Lang
    JPN
  • ISSN
    2433-2038
  • NDL Article ID
    029703337
  • NDL Call No.
    Z7-1788
  • Data Source
    NDL  J-STAGE 
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