Since the Meiji Restoration, the formation and perfection of Japanese art education theory, the combination of specialty and popularization, has improved the aesthetic quality of the whole people. What are the characteristics of Japanese art education in Meiji era?

First, the characteristics of Japanese art education in the early Meiji period-the era of pencil drawing

In the early Meiji period, the Numazu Military School was established, and the subject of "painting" was set up among various disciplines, with Dongya Kawakami as the instructor. In the second year of Meiji (1869), military schools were abolished and military science inspectors were born. There is also a discipline of "painting" in the discipline. Dongya in Kawakami also serves as the instructor, and Masataro Yamamoto, Yasunari Kondo, Yukio Ishikawa and Shinsuke Ito serve as teaching assistants. In the seventh year of Meiji (1874), the military inspection was cancelled and the NCO School was established. This teacher was recruited from France by Aberu Guerinaud. The teaching method of picture education is that Dongya in Kawakami first accepts the professor from Aberu, then the teaching assistant in Kawakami, and then the teaching assistant teaches more than 400 students in the NCO school. At that time, the starting point of art education was not entirely for "aesthetics", but also for the military needs of preparing for war.

Second, the characteristics of Japanese art education in the middle Meiji period-the era of brush painting.

The challenge of western paintings to tradition in the early Meiji period will lead to the venting of this emotion, in other words, this emotion will erupt at some time. In the mid-Meiji period, traditional culture was suppressed for more than ten years, and under the background of the upsurge of "national quintessence", the debate on art education began. In the art world, it is reflected in the debate between oil painting and Japanese painting, but in art education, it is reflected in the debate between pencil painting and brush painting. What is worth feeling here is that Finorosa, an American youth who grew up with western education and was not yet 30 years old, stood at the height of art and advocated a movement to revive oriental art contrary to his own cultural tradition without prejudice, and guided the whole movement. Therefore, this movement has forever left the name of Finorosa in the history of Japanese art and art education. The most representative and fruitful thing of this movement is that brush painting education first appeared in the curriculum of Japanese school-style art education, and it has been widely used and popularized.

Third, the characteristics of Japanese art education in the late Meiji period-the picture age of education.

The background of this stage is the period of rapid development of modern Japanese industry under the influence of the victory of the Sino-Japanese War of 1894-1895. The improvement of people's living standards is first reflected in the requirements of educational expansion. In the thirty-third year of Meiji (1900), the government changed the old primary school order (Lai Ling No.344), that is, established a four-year free compulsory education system for ordinary primary schools.

To sum up, it can be described as the characteristics of art education in Meiji era.