{"_buckets": {"deposit": "588c7eba-fd71-4fe0-88a9-0977a9e0813f"}, "_deposit": {"id": "1805", "owners": [], "pid": {"revision_id": 0, "type": "depid", "value": "1805"}, "status": "published"}, "_oai": {"id": "oai:soar-ir.repo.nii.ac.jp:00001805", "sets": []}, "author_link": ["2873"], "control_number": "1805", "item_10_biblio_info_6": {"attribute_name": "\u66f8\u8a8c\u60c5\u5831", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2000-03-01", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "19", "bibliographicPageStart": "9", "bibliographicVolumeNumber": "99", "bibliographic_titles": [{"bibliographic_title": "\u4fe1\u5dde\u5927\u5b66\u6559\u80b2\u5b66\u90e8\u7d00\u8981"}]}]}, "item_10_description_20": {"attribute_name": "\u6284\u9332", "attribute_value_mlt": [{"subitem_description": "The author attempts to present not only general theory but the method of art reading based on actual art works. He selects six pieces of narrative painting (but by five artists), all of which illustrate the same theme, \u201cThe Prodigal Son (Luke 15: 11-32).\u201d Making reference to Anne Henderson\u0027s text, \u201cThe Return of the Prodigal Son (by B.E. Murillo),\u201d he studies on how six pieces should be learned by students in the mainly sixth grade. Like hers, the structure of his plan is modeled on E.B. Feldman\u0027s idea of art criticism; instructional strategies constructed by four stages: description, analysis, interpretation and judgment. In this paper, to organize intricate consideration, his study is designed by the following nine items: 1. reading of narrative painting, 2. a picture and a story, 3. the picture-document of time, 4. description and observation, 5. artists\u0027 imagination, 6. iconographic interpretation, 7. visual analysis, 8. understanding of what Jesus taught in a parable and 9. sociocultural approach. The purpose of practicing reading-based art appreciation is simpler than what he describes here. 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