Abstract

Abstract This paper is an attempt to trace the development of the drawing education of children during the early 19th century to the early 20th century in England on a theoretical basis and to investigate it aesthetically, checking this development against the current shift of the Western conception of nature. In education philosophy after Rousseau, it is important to retain “naturalness”; great sensibility, imagination, and innocence, in children. On the other hand, in England, an educational role was thought to humanize this naturalness, to make it into that which contributed to the existing society. In this paper, I will trace the modern history of English art education, comparing it with an understanding of drawings by children under the word of “primitive” and will clarify the turning point of negative meanings to positive ones.

Highlights

  • It is considered that modern child educational theories in Europe have originated from Genevan philosopher Jean-Jacques Rousseau (1712–1778)

  • His way of thought expressed the property of taming nature, children and their sensibility, and creativity. He wrote in the beginning of his Emile Book 1, “God makes all things good; man meddles with them and they become evil,” and he emphasized the necessity of an educational method for a child’s image of nature, which differs compared to adults, thinking of children as nature because of their innocence (Rousseau/Foxley, 1911/1957: 5)

  • His educational philosophy of treating children the same as nature was continued by the pioneers of child education in Europe, such as Johann Heinrich Pestalozzi (1746–1827) and Friedrich Fröbel (1782–1852)

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Summary

Reference Abstract

Mariko; (2012) "Considering the Drawing Education for Children during the 19th Century to the 20th Century in England", p. 153-157. Mariko; (2012) "Considering the Drawing Education for Children during the 19th Century to the 20th Century in England", p. This paper is an attempt to trace the development of the drawing education of children during the early 19th century to the early 20th century in England on a theoretical basis and to investigate it aesthetically, checking this development against the current shift of the Western conception of nature. In England, an educational role was thought to humanize this naturalness, to make it into that which contributed to the existing society. I will trace the modern history of English art education, comparing it with an understanding of drawings by children under the word of “primitive” and will clarify the turning point of negative meanings to positive ones

The discovery of childhood and education for children
The unique nature of children and “primitive”
Drawings by children as artistic expression
Conclusion

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