摘要：In this article, I studied about the art educational theory by R. Pfennig in his early stage by putting it in the context of his participation in the art informel movement after 1950. By doing so, the development process of his art educational viewpoints from the late 1950's till the early 1960's was clarified. By putting the art educational standpoints of Pfennig in the context of his active commitment ("engagement") as an artist-kunstpaedagogist, we can get his research process underlying his academic works from 1950 till 1964.
其他摘要：In this article, I studied about the art educational theory by R. Pfennig in his early stage by putting it in the context of his participation in the art informel movement after 1950. By doing so, the development process of his art educational viewpoints from the late 1950's till the early 1960's was clarified. By putting the art educational standpoints of Pfennig in the context of his active commitment ("engagement") as an artist-kunstpaedagogist, we can get his research process underlying his academic works from 1950 till 1964.
