Abstract
This study aimed to obtain clues for fostering a learning attitude that seeks to create new meanings with others in art classes. We used the “Self-as-We Scale” to measure the extent to which students felt the influence of others through their classes. An interaction analysis of the groups were conducted using distinctive quantitative data. Consequently, the following three learning tendencies were revealed. (1) Students tend to feel more influenced by others as they learn to understand how others feel and give meaning to their own work. (2) Depending on the learning environment, students tend to alternate between learning attitudes that seek to create new meanings and those that seek to convey meanings to others. (3) Students who repeatedly examine the meaning of things tend to be more easily influenced by the words of others.
