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題材「クロード・モネ作『日本風太鼓橋』の鑑賞」(中学1 年生)における鑑賞能力の調査研究 : 感性と知性の働きをめぐって

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  • A survey of art appreciation ability in first-year junior high school pupils using Claude Monet’s Japanese Bridge : on the workings of sensitivity and intellect

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For this study, pupils were asked to view Japanese Bridge, a painting deemed difficult for first-year junior high school pupils to decipher. Presenting alongside it the more photo-realist and readily comprehensible Bridge Over a Pond of Water Lilies highlighted the design features and artistic value of the work in question, the idea being to add depth to the experience of sensing the theme. In terms of the state of pupils’ art appreciation ability using this material, of 153 pupils, 111 were able to sense the theme of the work, perhaps in part a result of the comparative viewing method tried on this occasion. Helping pupils to identify the broader aesthetic qualities is valid in terms of the ultimate issue, i.e., their receptivity to the theme. However, more than this it is necessary to establish a teaching method that encourages receptivity to “an aesthetic order of comparison” as a practical methodology. Those unable to pick up the theme revealed a tendency to focus throughout the series of art appreciation experiences primarily on the state of the work and mode of expression. This is viewed as an academic exercise of sorts in art studies/art history. Next it will be necessary to identify precisely the connection between intellectual and sensate orientation in the act of art appreciation, and explore how this ought to work in the context of teaching art appreciation.

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