抄録
In this paper we give a typology designed for classifying art appreciation instructions in secondary schools. Two dichotomies are set. The first is to ask how instruction is made; do teachers get the appreciation of art works based on historical and cultural knowledge or students' own judgment? The second is to ask what the aim of instruction is; is it a preparation for making art works or a step for other kinds of broad activities. Combining the two dichotomies art appreciation instructions are divided into four types. The benefit of the typology does not reside in categorizing function itself but in making clear what the point of each instruction is. We also give an example in which a certain art appreciation lesson unit is designed properly with the typology.
