Analysis of Repertoires in Art Appreciation and Material Development for the Learning Skills

本研究的目的是提出一个欣赏曲目的定义，以澄清不同年龄的儿童使用它们的各种方式，并制定一个标准，能够分析学生的艺术写作，并使用开发的标准来验证效果，通过一个名为“艺术记者”的软件欣赏学习。我们将欣赏技巧定义为欣赏曲目的基础。鉴赏技巧包括两个方面，艺术元素和观众对艺术作品的反应行为。在艺术元素中，我们关注的是主题、表达、艺术元素和风格。在观众行为方面，我们着重于联想、观察、感受、分析、解读和判断。我们发现有两种曲目被频繁使用。五年级到十一年级的学生熟悉感受艺术作品的表达，七年级到大学的学生熟悉肛门…更多的是对艺术元素的分析。我们还发现，不同年龄的儿童在欣赏曲目的使用上存在一些差异。学生对艺术要素领域的兴趣主要集中在题材方面，然后根据年龄的不同，逐渐转向表现和艺术要素方面。另一方面，学生对观众行为领域的兴趣主要集中在观察，然后逐渐转变为感受，然后根据年龄进行分析。我们基于剧目框架制定了该标准，并对其进行了信度和效度验证。31名学生做出了有效的反应。每个学生都被要求写两篇文章，一篇是在使用“艺术记者”之前写的，另一篇是在播放时写的。通过分析欣赏技巧的比率，比较各组学生的作文特征。验证了该方法的信度和效度。因此，本研究认为《艺术报道》能有效地帮助学生掌握多种欣赏技能，并运用高水平技能。少

The purpose of this study was to propose a definition of appreciative repertoires in order to clarify the various ways children use them at different ages and to develop a standard which is able to analyze students' writings about art, and to use the developed standard to verify the effects, of appreciation learning via a software called "Art Reporter."We defined appreciative skills as the base for appreciative repertoires. The appreciative skills are combined in two domains, the elements of art and the viewers' behaviors of responding to art works. In the elements of art, we focused on subject, expression, the elements of art, and style. In the domain of viewers' behaviors, we focused on association, observation, feeling, analysis, interpretation, and judgment.We found that two kinds of repertoires were used frequently. The fifth-grade to eleventh-grade students were familiar with feeling the expression of art works, and the seventh-grade to university students were familiar with anal … More yzing the elements of art. We also found that some differences in the use of appreciative repertoires among children at different ages exist. Students' interest concerning the domain of the elements of art focused on subject, then gradually changed to expression, and to the elements of art, according to their ages. On the other hand, students' interest concerning the domain of viewers' behaviors focused on observation, then a gradual change to feeling, and then to analysis, according to their ages.We developed the standard based on a repertoires' framework and verified it's reliability and validity. Effective reactions were made by 31 students. Every, student was asked to write two essays, one before using "Art Reporter," and the other one when playing it. The features of essays between groups of students were compared by analyzing rates of appreciation skills. The reliability and validity was confirmed. As a result, this study believes that the "Art Reporter" is effective in helping students to have a variety of appreciation skills, and to use high-level skills. Less