Abstract
This study explores the educational potential of the subject on dilemmas in art appreciation in secondary education. In this subject, students were placed in a fictional scenario based on a true story, where they had to decide whether to continue exhibiting a painting that was found to be a forgery, and whether to tell the truth to the public. Each choice posed disadvantages, prompting students to evaluate the paintingʼs value from aesthetic, historical, and economic perspectives, while reasoning through the implications.
Conducting this study with 13 third-year high school students, and using a qualitative analysis of their worksheets, it was suggested that students were able to consider multidimensionally the value of the painting as an artwork, the responsibility of museums, and the perspective of the audience. This study also discussed the improvement of lesson design, and structure of scenarios and dilemmas.
