摘要：The purpose of this research was to propose a definition of appreciative repertoires in order to clarify the various ways children use them at different ages. 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 to eleventh-grade students were familiar with feeling the expression of art works, and the seventh-grade to university students were familiar with analyzing 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.
其他摘要：The purpose of this research was to propose a definition of appreciative repertoires in order to clarify the various ways children use them at different ages. 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 to eleventh-grade students were familiar with feeling the expression of art works, and the seventh-grade to university students were familiar with analyzing 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.
