artistic educator's perspective
★concept
「教えること」の視覚化:自画像の変容
この「Betweens」シリーズは、生徒の自画像、指導前(左)と指導後(右)を並べることで美術教育の本質について問いかけるものです。作品には<教師>である自分が手を加えず、言葉だけで指導し<生徒>の成長を促します。
これは日常的な絵画の指導にも思えますが、見方を変えれば、教師の【熟練した眼差し】と、生徒の【未熟な筆致】のアンビバレントな相互作用によって不思議な緊張感が生みだされる・・新しい絵画制作の技法とも言えるかもしれません。
・・・結果として、普段は見えない「教え=教師の存在」が可視化され、同時に、指導前の素朴で個性的な<左>が良いのか、指導後の上達した<右>の絵が良いのか、、。美術教育のパラドックスを静かな自画像の対比を通して観る者に問いかけます。
★Concept
Visualizing “Teaching”: The Transformation of the Self-Portrait
The "Betweens" series explores the essence of art education by presenting two self-portraits by students—before instruction (left) and after instruction (right)—placed side by side. As the instructor, I do not touch the works directly; I guide the students solely through verbal instruction, allowing their growth to emerge independently.
At first glance, this may resemble an ordinary art lesson. However, from another perspective, the ambiguous tension between the teacher’s refined gaze and the student’s unrefined brushwork creates an intriguing dynamic. It could even be regarded as a new methodology for painting.
In the end, what is usually invisible—the act of “teaching” itself, the presence of the teacher—is brought into view. Simultaneously, the viewer is asked:
Is the raw, idiosyncratic “before” more compelling,
or the more technically accomplished “after”?
Through these quiet confrontations of self-portraits, the paradoxes of art education are quietly and powerfully revealed.