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Since the defeat in WW2, the Japanese education system has undergone significant reform under the influence of the American army of occupation GHQ. Particularly, the new education philosophy derived from John Dewey’s theory initiated this reform. The provisional plan for curriculum guidelines established in 1947 according to this trend has set a new subject of arts and handicrafts, which focused a practical design education, rather than a creative art expression. Meanwhile, Japanese educators introduced western drawing education, conducted by educators including Marion Richardson in the early 20th century. As an example of the reaction to this, Japanese design educator Haru Madokoro recognized that Richardson’s methodology showed what was considered as lack of arts and handicrafts in Japanese education from her perspective. This paper will clarify some issues of Japanese art/design education for children, investigating the introduction of English drawing education into Japan and its response after WW2.

The difficulty of bridging between art education and design education for children: A reception of Marion Richardson in Japan after WW2