| 内容記述（抄録等） | [はじめに] : 美術科教育の内容では,表現の領域として,絵画,彫刻,デザイン,構成,工作・工芸の各分野が昭和52年の学習指導要領の改訂時まで分かれていた.この表現領域に加えて,鑑賞領域が並列して扱われている.小学校図画工作科では,同じく昭和52年の改訂前は同様な表現領域の構成であった.題材の精選にともない,これらの領域は統合が為され,「表現」というひとつの領域となった.しかしながら,実際の教育実践においては,統合された領域として取り扱われる題材は少なく,従来の分野での題材が教科書の多くを占めている. 本稿では,そうした統合された表現領域の個々の題材において,すべての領域に共通する造形要素と視覚言語の取り扱いについて,実際の小・中学校の教科書を対象として分析することを目的としている.[Abstract] : We have six textbooks of art education in elementary school and three in junior high school. Their contents include the two fields or art education that is, expression and appreciation. Before 1977, the field of expression was composed by four fields ; picture, sculpture, design and craft. It was from 1977 that they were brought together and turned to be called expression. In the textbooks of art education, we find the characteristics of elements of art and design, and art of visual language Elements of art and design are form, shape, Color and texture. Visual language is grammar of art as for example,rhythm, balance, contrast and composition. Elements of art and design, and visual language are the basic learning materials. In this paper, I analyzed the learning materials based on the point of view of elements and visual language. Based on my analysis, I concluded that is important to learn the element of art and design and visual language step by step in all learning materials. The teacher of art education must teach the elements of art and design and visual language in analystic method, especially to high grade of elementary school and to all grades of junior high school.
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