対話型鑑賞における鑑賞者同士の学習支援に関する研究 Mutual Learning Support among Viewers in Art Appreciation through Discussion

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本研究は,対話型鑑賞で観察される鑑賞者の成長という現象と,それがどのようにして促されるのかを,ヴィゴツキー以降の学習理論,具体的には正統的周辺参加理論(レイヴとウェンガー)と認知的徒弟制の理論(コリンズ)に基づいて明らかにした。鑑賞場面で生起する参加者の全発話をテキスト化し,先行研究をもとに学習支援に関する発話カテゴリを設定して定性的に分析した結果,対話型鑑賞場面ではファシリテーターの学習支援が徐々に鑑賞者に移譲され,さらに鑑賞者同士でお互いに学習支援を"わかちもつ"ことで鑑賞者が成長する現象が確かめられた。さらに対話型鑑賞場面では個人の美的能力の発達よりも"場"としての共同的な発達が促されている様子も明らかになった。

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.

収録刊行物

  • 美術教育学:美術科教育学会誌

    美術教育学:美術科教育学会誌 36(0), 365-376, 2015

    美術科教育学会

各種コード

  • NII論文ID(NAID)
    110010042574
  • NII書誌ID(NCID)
    AN10180722
  • 本文言語コード
    JPN
  • ISSN
    0917-771X
  • NDL 記事登録ID
    026382750
  • NDL 請求記号
    Z7-3201
  • データ提供元
    NDL  NII-ELS  J-STAGE 
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