其他摘要：This research intends to clarify the hows and whys of art-viewers' appreciation skill development which is said to occur during Art Appreciation through Discussion (AAD henceforth) sessions. We rely on learning theories after Vygotsky, including the legitimate peripheral participation theory (Lave and Wenger) and the cognitive apprenticeship theory (Collins). To analyze the dialogic conversation, we transcribed recorded utterances by viewers who attended several AAD sessions. Borrowing established categories for analyses taken from dialogic learning classrooms, we analyzed conversations including the facilitator as well as the viewers. This analysis revealed two phases during the observed AAD sessions. One phenomenon was that the verbal learning support provided by the facilitator was gradually handed down to the viewers, by way of the viewers' mimicking. The other was the natural sharing of support activities among the viewers. These results, when combined, indicate that the learning which occurs at AAD sessions can be characterized as legitimate peripheral participation, as the participants were able to mimic (and then internalize) the facilitator's support. The results also indicate that the AAD sessions tended to grow so that the viewers could share the field, as Collins' cognitive apprenticeship theory indicates.
关键词：Art appreciation through discussion;appreciation education;learning support;facilitator;viewers
其他关键词：Art appreciation through discussion;appreciation education;learning support;facilitator;viewers
