Abstract
This paper aims to clarify the possibilities and challenges of classes incorporating appreciation activities. It focuses on the functions of dialog scenes, within appreciation activities, that generate "meaning." "Polyphonic dialog and talk," in which the different voices of children intermingle with others, are understood as working for children to link their mutual "differences" and expand their interests. The classes practiced and studied in this study used appreciation activities that focus on J.Kristeva's perspective of "intertextuality." This study clarified that this approach encourages children to try to direct their eyes to the figurative meanings behind works and the information and culture that the artist is referencing in his/ her work, and that dialog activities that allow the communication of such perspectives provide opportunities for children to expand their values of art appreciation experiences.
