{"created":"2023-07-25T10:23:06.577706+00:00","id":2709,"links":{},"metadata":{"_buckets":{"deposit":"64c3211c-0640-4014-807b-b509d14fe579"},"_deposit":{"created_by":3,"id":"2709","owners":[3],"pid":{"revision_id":0,"type":"depid","value":"2709"},"status":"published"},"_oai":{"id":"oai:air.repo.nii.ac.jp:00002709","sets":["605:606:607:1086"]},"author_link":["9967","9966"],"item_10002_alternative_title_34":{"attribute_name":"別タイトル","attribute_value_mlt":[{"subitem_alternative_title":"Attempts of educational practices based on the methodology of the \"Kosei\" in teacher training education（2） 　－ Cases involving educational practice focusing on the characteristics of the 　\"visual perception\" as representation element"}]},"item_10002_biblio_info_36":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2016-03-31","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"50","bibliographicPageStart":"41","bibliographicVolumeNumber":"38","bibliographic_titles":[{"bibliographic_title":"秋田大学教育文化学部教育実践研究紀要"}]}]},"item_10002_description_29":{"attribute_name":"内容記述（抄録）","attribute_value_mlt":[{"subitem_description":"　「構成」は造形一般の基礎学として「基本的造形要素」とその運用方法である「基本的\n造形原理」の探究を中心に，あらゆる造形表現に共通する基礎的な内容を扱う研究領域で\nある．その展開では，表現対象に内在している造形的可能性を掘り下げ，「表現知」とし\nての顕在化などを通じて，新たな造形的可能性とその局面の開拓を指向する．このように，\n造形表現上の最も基礎的な部分を研究対象としていることから，美術科教員養成教育及び\n美術科・図画工作科における主要分野としても位置づけられている．前稿では「構成」の\n方法論を美術科教員養成教育の具体的な教育実践場面へ導入する際，「表現知」とその発\n見プロセスとしての「デザインプロセス」の関係に注目し，その教育展開上の資源として\nの活用方法の有効性を確認した．本稿はその継続課題として，学部「卒業研究」における\n造形表現研究の題材に人間の「視知覚」の特性を活用した事例をとりあげ，その実践内容\n及び成果について報告する．","subitem_description_type":"Other"},{"subitem_description":"“Kosei（Science of Art and Design）” is the study\nof general modeling.“ Kosei” research targets basic\nmodeling elements such as color, form and material,\nand their operational applicability to formulate basic\nmodeling principles.\n　“Kosei” research has expanded its traditional\nscope into modeling possibilities. In addition to the\ntraditional “Kosei” approach, newer research\ntechniques examine properties inherent in the\nobject as well. The expanded approach, incorporating\nboth manifest, as well as inherent, object properties\nand their possible application have opened\ndevelopment of new modeling possibilities and\nhas stimulated the development new approaches\nto the traditional “Kosei” discipline. We call this\ndevelopment“ Representation Knowledge”.\n　As I have previously written, the fundamentals\nof modeling expression are ripe areas for research.\nWith these promising new developments, “Kosei”\nis now positioned to become a major area of study\nin Arts, Design and Crafts Teacher Training\nEducation theory, not to mention its potential uses\nin practical applications in Arts, Design and Crafts\nclassrooms.\n　In the last article I focused on the connection\nbetween “Expression Knowledge” and “Design\nProcess”, and confirmed the validity of its discovery\nprocess as a practical education resource when\nintroducing the “Kosei” method into active\neducational pedagogy for art teacher training\neducation. As I continue my research and\nrefine my approach, this article reports on\nboth the practical application of this approach\nand the results I observed in the classroom. I\nhave reported several case studies that use the\ncharacteristics of“ Visual Perception” for modeling\nexpression research.","subitem_description_type":"Other"}]},"item_10002_publisher_30":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"秋田大学教育文化学部附属教育実践研究支援センター"}]},"item_10002_source_id_27":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"13449214","subitem_source_identifier_type":"ISSN"}]},"item_10002_source_id_35":{"attribute_name":"NCID","attribute_value_mlt":[{"subitem_source_identifier":"AA11532120","subitem_source_identifier_type":"NCID"}]},"item_10002_version_type_37":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"石井, 宏一"}],"nameIdentifiers":[{"nameIdentifier":"9966","nameIdentifierScheme":"WEKO"}]},{"creatorNames":[{"creatorName":"ISHII, Kouichi","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"9967","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2017-02-16"}],"displaytype":"detail","filename":"jis38(41).pdf","filesize":[{"value":"2.1 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"jis38(41).pdf","url":"https://air.repo.nii.ac.jp/record/2709/files/jis38(41).pdf"},"version_id":"26464215-d271-4c40-93c0-10d578dfcd7b"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"構成","subitem_subject_scheme":"Other"},{"subitem_subject":"デザイン","subitem_subject_scheme":"Other"},{"subitem_subject":"デザインプロセス","subitem_subject_scheme":"Other"},{"subitem_subject":"表現知","subitem_subject_scheme":"Other"},{"subitem_subject":"視知覚","subitem_subject_scheme":"Other"},{"subitem_subject":"Kosei（Science of Art and Design）","subitem_subject_scheme":"Other"},{"subitem_subject":"Design","subitem_subject_scheme":"Other"},{"subitem_subject":"Design process","subitem_subject_scheme":"Other"},{"subitem_subject":"Expression knowledge","subitem_subject_scheme":"Other"},{"subitem_subject":"Visual perception","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"教員養成教育における「構成」の方法論に基づく教育実践の試み(2) －主として表現対象としての「視知覚」の特性に着目した教育実践の事例－","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"教員養成教育における「構成」の方法論に基づく教育実践の試み(2) －主として表現対象としての「視知覚」の特性に着目した教育実践の事例－"}]},"item_type_id":"10002","owner":"3","path":["1086"],"pubdate":{"attribute_name":"公開日","attribute_value":"2016-04-25"},"publish_date":"2016-04-25","publish_status":"0","recid":"2709","relation_version_is_last":true,"title":["教員養成教育における「構成」の方法論に基づく教育実践の試み(2) －主として表現対象としての「視知覚」の特性に着目した教育実践の事例－"],"weko_creator_id":"3","weko_shared_id":3},"updated":"2023-07-25T11:30:29.642124+00:00"}