A Study of Reading-Comprehension-Based Art Appreciation Classes Using Caravaggio’s “Calling of St. Matthew (1599-1600)” as a Learning Material

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  • OKADA Masashi
    Shinshu University, The Faculty of Education, Art Education

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  • カラヴァッジョ「聖マタイの召命(1599-1600年)」を学習材として使う読解主軸の鑑賞授業の考察
  • カラヴァッジョ「聖マタイの召命(1599-1600年)」を学習材として使う読解主軸の鑑賞授業の考察 : 授業検証を通じた観察,自由解釈,情報提供(知識補塡),ロールプレイ等の分析を中心に
  • カラヴァッジョ 「 セイマタイ ノ ショウメイ(1599-1600ネン)」 オ ガクシュウザイ ト シテ ツカウ ドッカイ シュジク ノ カンショウ ジュギョウ ノ コウサツ : ジュギョウ ケンショウ オ ツウジタ カンサツ,ジユウ カイシャク,ジョウホウ テイキョウ(チシキ ホテン),ロールプレイ トウ ノ ブンセキ オ チュウシン ニ
  • Particularly Focusing on Analyzing Observation, Free Interpretation, Supply of Information (Supplementation of Knowledge), Role-Play and so on through Class Verification
  • 授業検証を通じた観察,自由解釈,情報提供(知識補塡),ロールプレイ等の分析を中心に

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Abstract

The excavation and many-sided investigation of the underlying validity of the learning in objects for art appreciation is the central issue of the author’s current research on reading-oriented appreciation. The idea of this paper is positioned in this direction. On the basis of examining how to study Caravaggio’s “Calling of St. Matthew (1599- 1600),” this article analyzes the results of verification of an art class carried out by the author for a 3rd-year class (3-C) at Matsumoto Junior High School attached to Shinshu University. The author focuses especially on ‘free interpretation,’ previously avoided because of its tendency toward neglecting knowledge. He therefore studies various types of exercises in which learners write their visual experiences of art in Japanese language textbooks and pursues VTS (Visual Thinking Strategy) or Dialogical Appreciation as the descent of free interpretation. He inquires into the effectiveness of free interpretation through both theoretical consideration and practical analysis of what students described on their worksheets in the art class. Through this process, the high significance and possibility of free interpretation becomes clearer even from the perspective of international understanding. He recognizes that students’ free interpretations and teachers’ explanations can coexist, when both are attractive. Based on his previous articles, he adds opinions on a game-like activity of identifying St. Matthew amid the academic controversy among researchers and the introduction of role-playing of seven characters. As a result, the specific presentation of reading- oriented appreciation using Caravaggio’s “Calling of St. Matthew” as a learning material has progressed well.

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