美術教育と「みたて」の作用(3)

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タイトル別名
  • Art Education and "MITATE" Effects (3)
  • ビジュツ キョウイク ト ミタテ ノ サヨウ 3

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説明

In Japan, "MITATE" effects have been popular in art education as the term of interpretation of children's formative art. The concept of "MITATE" effects, however, remains largery unexamined. This pager is situated as one of a series of studies to reference to the significance and availability of "MITATE" effects in art education. The aim of this paper is to inspect by means of a structure of the viewpoint to develop "MITATE" formative art as the teaching aids, which is concretely incorporated into the teaching-learning process, and a class practice. It was inspected after I regarded the process of "MITATE" formative art as the correlative combinations with some factors, that is, the structures, and contemplated it. Detailed account of the study is given below. (1) A consideration of the previous studies about "MITATE" formative art. (2) A showing the process of "MITATE" formative art with a model diagram. (3) A structure of the viewpoint and a practice to develop "MITATE" formative art as the teaching aids. On (1), I adopted Masashi Okada's opinion and Kazuhiro Kozaka's one, and interpreted the differences between the two. On (2), I showed the process of "MITATE" formative art. On (3), I gave the following three examples. 1. Incorporating the sort of action to search and the sort of change to handle in to the teaching-learning process. practice example 1 : 'If you cut the styrofoam board ?' 2. Incorporating the elements of "GOKKO" into the teaching-learning process. practice example 2 : 'Let's go to space.' 3. Incorporating the establishment of a paticular spot into the teaching-learning process. practice example 3 : 'If you swung that?'

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