This paper aims to clarify that students' discussion, about which of several interpretations of a work is the best or the better one, is effective in art appreciation lessons. The author examined four problems and reaches the following conclusions. 1. One interpretation assumes the other interpretations. What matters in the interpretation of a work of art is not correctness but its validity. These attributes are suitable for art appreciation lessons, for the important thing in the lessons is not the result but the process. 2. While Yasuhiro Iwamoto's class practice has a methodological problem, Yoichi Mukouyama's one is applicable to art appreciation lessons. 3. A significance of art appreciation education is the development of one's ability of visual interpretation. 4. Examining various interpretations of "Mimi wo sobadatete" ("Girl Closing Her Ears to Thunder", The Minneapolis Institute of Arts), an ukiyo-e print by Harunobu Suzuki, the author indicates that the current interpretations are impossible. The author introduced this examination process into a class practice program as an example of art appreciation education through discussion on interpretations. By putting it into practice, the author is certain of the effectiveness of discussion in art appreciation lessons.
