Considering the framework of art appreciation repertoires

Abstract

We consider a framework of repertoires in art appreciation and suggest its relationship with learning in art appreciation of youth. An art writing programme was administered to 31 students ranging from junior high school to graduate school. Their art writings were analysed according to two themes: (1) the diverse elements of repertoires and their acquisition; (2) the relation of complex repertoires to proficiency in art appreciation. First, the framework of repertoires is presented, and analytical standards for art writings are established. Undergraduate/graduate students showed greater diversity and accumulation of appreciation skills in their repertoires than did junior and senior high school students. In addition, case analyses demonstrate that the properties of accumulation and diversity in repertoires are essential to forming complex repertoires. Further, the formation of complex repertoires can be said to be an important step for attaining sophisticated art appreciation.

Evaluating Students’ Performance in Responding to Art: The Development and Validation of an Art Criticism Assessment Rubric

“…extending or challenging that art historian's or the art critic's description of the work through convincing argument' (Forker 2014, 134). Ishizaki & Wang's (2011) article provides a detailed framework for identifying different types of response behaviour and response content. The rubric can reflect the complexity of responses and the frequency of different types of response, but it is unable to reflect how good a student is at analysing or interpreting an artwork.…”

“…Ishizaki & Wang () studied the diversity and accumulation of appreciation repertories and the ways in which complex repertories were related to proficiency in art appreciation. By defining art appreciation repertories in terms of four elements of an artwork, namely Subject Matter (A), Expression (B), Elements of Art (C) and Style (D) and six types of response behaviours, including Association (1), Observation (2), Impression (3), Analysis (4), Interpretation (5) and Judgment (6), a framework of appreciation repertories was developed.…”