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Bulletin of the Faculty of Education, Wakayama University. Educational science 68 2
2018-02-23 発行

A Study of Critical Learning in Art Education : On the Authenticity of George Geahigan’s Critique Learning Model

美術科批評学習に関する一考察 : ゲーヒガン批評学習モデルの真正性について
南 洋平
NINOMIYA, Syuichi Faculty of Education 和歌山大学研究者総覧 researchmap
FullText File
AN00257966.68(2).181.pdf 440 KB
Self DOI
10.19002/AN00257966.68(2).181
About This Article
Language
jpn
Start Page
181
End Page
188
Abstract
コンピテンシーや21世紀型スキルに代表される「新しい能力」は先進国を中心に世界的に広まりをみせるとともに、次期学習指導要領が示す「資質・能力」としてもその内容は反映されている。本論では、美術科教育における「新しい能力」に関連する学習可能性として、批評学習に着目する。美術科教育における批評学習のモデルとしては、1960年代にフェルドマン(Edmund Feldman)が提唱した、形式美学の立場による４段階のプロセス型学習モデルが広く知られる。一方、ゲーヒガン(George Geahigan)は、1980年代にフェルドマンとは大きく異なる視点から探求型批評学習のモデルを提案した。このゲーヒガンは、自説を正当化するための論拠としてフェルドマンの批評モデルを批判し、両者は論争を広げた関係にある。本論では、論争を根拠として２者の批評教育モデルの違いを、その時代背景とともに考察する。その上で、日本では語られることの稀有なゲーヒガンの批評学習モデルの示す「真正性」を指摘するとともに、「新しい能力」とも関連する資質・能力を確認することを通じて、その教育的な意義を考察する。
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AN00257966.68(2).181.pdf 440 KB
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