Abstract
Through a case study of the “Art Study” course at a Waldorf upper school, this study clarifies the educational significance of art appreciation. Both Rudolf Steinerʼs (1861-1925) lectures on art history and related curriculum documents and a studentʼs epoch notebook from a Waldorf school in Germany were analyzed to explore the content of the lessons. The notebook included copies of artworks, written commentaries, stylistic characteristics, and records of museum visits. The course emphasizes experiential understanding of art as the evolution of human consciousness and spirit, rather than the mere transmission of art historical knowledge. Consequently, this study presents educational implications for rethinking art history education in Japanese secondary schools, ultimately linking it to the development of studentsʼinner lives and the cultivation of humanity.
