@article{oai:soar-ir.repo.nii.ac.jp:00001805,
 author = {岡田,  匡史},
 journal = {信州大学教育学部紀要},
 month = {Mar},
 note = {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, “The Prodigal Son (Luke 15: 11-32).” Making reference to Anne Henderson's text, “The Return of the Prodigal Son (by B.E. Murillo),” 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's 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' 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. He is hoping for students' experiencing art visually, aesthetically and intellectually (including logically), in brief, having much fun through art., Article, 信州大学教育学部紀要. 99: 9-19 (2000)},
 pages = {9--19},
 title = {読解的鑑賞の提案：「放蕩息子」6点を読む},
 volume = {99},
 year = {2000}
}