Construction of a conceptual framework for ideation and conceptualization abilities based on self-curation and inter-curation

2022 Fiscal Year Final Research Report

• Project/Area Number: 19K02675
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: Tokyo Gakugei University
• Principal Investigator: YAMADA Kazumi 東京学芸大学, 教育学部, 名誉教授 (80210441)
• Project Period (FY): 2019-04-01 – 2023-03-31
• Keywords: 発想・構想力 / 自己編集・相互編集 / 造形思考力 / 探究過程

Outline of Final Research Achievements

The results of this study clarified the following four points:
(1) The emergence of the concept of ideation and conceptualization abilities in art education occurred during the shift from ideation and conceptualization abilities in specific fields of art to those in general fields of art. (2) The processes of ideation and conceptualization are cyclical and multi-layered.(3) There are specific platforms and conceptual frameworks for self-curation and inter-curation of ideas and concepts.(4) There are similarities and differences between the learning processes in “synthesis (inquiry)” and in “art (or art and handicraft)” education.The study revealed how “theme setting,” “collection of images and materials,” “curation of images and materials,” “their consolidation and visual externalization (expression) to the real world” take place, as well as the characteristics of the thinking tools used in these steps in the inquisitive learning process of art education.

Free Research Field

美術科教育学

Academic Significance and Societal Importance of the Research Achievements

本研究の成果は次の4点に集約される。(1)美術科教育における発想・構想力概念の登場の時期の解明。(2)発想・構想過程は、循環的・重層的であることの解明。(3)発想・構想力の編集性、そのプラットフォーム、及び概念的枠組みの提示。(4)「総合（探究）」と美術科教育の学習過程の類似性と異質性の解明。
以上、美術科教育の探究過程では、発想・構想力の足場となるプラットフォームと概念的枠組みがあること。その性質として、自己編集性・相互編集性、循環性・重層性、身体的・感情的判断力がはたらくことを明らかにした。この成果は、科学教育の探究過程に対する芸術教育の探究過程の理解において一つの問題提起となる。