Abstract
The purpose of this paper is to develop a theory of reading-based appreciation by examining an appreciation class (worksheet analysis and review) of Veroneseʼs “The Wedding Feast at Cana(1562-63)”, which was practiced with second-year students of Matsumoto Junior High School attached to the Faculty of Education, Shinshu University on February 25, 2021. I refer to cognitive psychological findings for knowledge and PISA-type reading comprehension for reading. This paper will clarify the characteristic function of reading-based appreciation, which encourages the complex generation of new knowledge through a new blending of existing knowledge in front of a work of art and the flexible relation of screen information discovered and related findings obtained in the class with existing knowledge. The above class was divided into two parts, with the first half consisting of free interpretation and the second half consisting of commentary on the works. The class connected the two, which are seen as opposites from the standpoint of discussing the merits and demerits of knowledge transmission. However, I argue that the state in which the two are closely connected, and organic integration is sustained is the essence of reading-based appreciation.
