| Budget Amount *help |
¥1,500,000 (Direct Cost: ¥1,500,000)
Fiscal Year 2002: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2001: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2000: ¥500,000 (Direct Cost: ¥500,000)
|
|---|
| Research Abstract |
My motive of study is that I feel a problem of art education in Japan continues to exist. In addition, the new course of study from 2002 has completely enforced the reduction of rooms designated for "ZUGAKOUSAKU" and "BIJUTSU".
I think art education must be restructured, and I have included drastic improvements of education methods which must be planned. I wish to clarify the significance and the essence of art education. I think we should aim to restructure this subject consistently in both elementary and secondary education. Conventionally, teachers maintain individual control over class content ; however, formative arts education should be restructured in a greater curriculum. I have structured four important elements into a pillar.
These are (1) visual education (Sight Recognition Ability Education),
(2) imagination education (Idea Ability Education),
(3) creative education (Creation Ability Education),
(4) visual communication education (Visual Communication Ability Education)
On the basis of this structure, we should construct a new curriculum guide, organized by subject. The subjects of this curriculum should be guided by a new, consistent viewpoint. Art education, in elementary, compulsory, and nine years of secondary schooling, should have a consistent backbone through.
A consistent curriculum guide must insist on the control of the subject's essence, instead of lesson plans between the years. Art education must keep the characteristics of each school alive. The basic curriculum guide is an ideal course of study that can display the personalities and characteristics of teachers to their students.
|
