Expanding children’s perspectives on art work by robot participation


In order to promote skills of art appreciation of novices, we have been investigating the effects of dialogue. Our practice encourages each participant to take her/his own viewpoint to find something meaningful to her/him in the artwork, express it verbally to be shared by others. The effect has been recognized widely experientially at schools and museums, yet the cognitive mechanisms of this facilitation have not been fully investigated. In this study we have used a remotely operated robot to provide a group of 10 to 15 kids of 8 to 10 year olds with a perspective not shared by them, to see whether such intervention could expand the group’s scope of appreciation. The robot was accepted as a “friend” with its own ideas, and we identified cases of such facilitation. We will report the details of these successful cases, to explore the mechanisms of this method.

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