An Art Educational Inquiry into Hans-Georg Gadamerʼs Concept of ʻGebildeʼ

Despite the growing emphasis on play in art education, it is still often treated as separate from art, and limited theoretical attention has been given to how play can be transformed into artistic form. In particular, there is a lack of philosophical inquiry into how the creativity and immersion inherent in play evolve into artistic experience. This study addresses this gap by exploring the ontological potential of play through Gadamer’s aesthetic concept of Gebilde, aiming to move beyond abstract understandings of play and consider its implications for contemporary art education. In doing so, it aims to serve as a meaningful bridge between philosophical discourse and educational practice. To ground this exploration, the study analyzes two children’s clay play sessions, examining how the ontological characteristics of Gebilde manifest in their processes. Through the child's repetitive engagement with clay, a medial state marked by regularity and rhythm emerges, culminating in the formation of a Gebilde and the revelation of its eventfulness. Based on these findings, the study proposes a reconsideration of the role of play in contemporary art education and calls for a renewed understanding of the concept of the artwork. Furthermore, it highlights the importance of Gebilde-based curriculum design and the teacher’s sensory and interpretive stance, suggesting possibilities for expanding play-centered art education across diverse contexts.