The Relationship between Language and Physical Experience in Art Education Activities with Japanese Language Teaching Materials

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  • Saimaru Junko
    The Joint Graduate School (Ph.D.Program) in Science of School Education

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Other Title
  • 国語教材を活用した美術科の活動における言語と身体との関わりについて
  • 国語教材を活用した美術科の活動における言語と身体との関わりについて : 『ゼブラ』を題材とした追創作的鑑賞の実践を通して
  • コクゴ キョウザイ オ カツヨウ シタ ビジュツカ ノ カツドウ ニ オケル ゲンゴ ト シンタイ ト ノ カカワリ ニ ツイテ : 『 ゼブラ 』 オ ダイザイ ト シタ ツイソウサクテキ カンショウ ノ ジッセン オ トオシテ
  • —Appreciation of Reliving the Creation Based on the “Zebra”—
  • ―『ゼブラ』を題材とした追創作的鑑賞の実践を通して―

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Abstract

<p>This study constituted an appreciation activity of reliving the creation. We read the Japanese language teaching materials of “Zebra,” based on Hamada’s “mental composition of the body,” and focused on “looking at the space outside the edges,” which is an important sentence in the story. Further, we considered the relationship between language and physical experience. As a result, three dialogs were confirmed. The first was the body’s isomorphic complementary dialog; the second, which work by teachers and others, shared the process of ‘students’ modeling activities. Third, in the work and the environment “around make ourselves” important sentences were understood through modeling. Results confirmed that a deep dialog was established externalizing a series of mental compositions as works and by sharing with others (teachers) the process of layered relations with the environment. This study exhibited the possibility of fundamental dialog in art education activities using Japanese language teaching materials.</p>

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