Abstract
The aim of this study is to analyze the process of consensus-making among art teachers about educational value of specific artistic learning. I focused on interaction of teachers (= judges) in “moderation” process of performance assessment strategy that applied to an art appreciation class at junior high school level. In the background of this study, ideas of educational value expressed by June K. McFee and Elliot W. Eisner, and the concept of “otherness” used by Kenneth R. Beittel were referenced. As the result of grounded theory approach (Saiki version), it became obvious that high dimensional consensus and internal coherence of educational criticism tend to be established. It is recommended to increase opportunities for identifying educational value of artistic learning by embracing Dewey’s philosophy of democracy and “love of others”.
