Conceptions of art of young children and adolescents: A developmental study
Chen, Chiung-Hua
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https://hdl.handle.net/2142/20952
Description
Title
Conceptions of art of young children and adolescents: A developmental study
Author(s)
Chen, Chiung-Hua
Issue Date
1996
Doctoral Committee Chair(s)
Thompson, Christine
Department of Study
Art Education
Discipline
Art Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Art
Education, Educational Psychology
Psychology, Developmental
Sociology, Individual and Family Studies
Sociology, Ethnic and Racial Studies
Language
eng
Abstract
Previous research about youngsters' conception of art indicated a developmental view that youngsters' experience of art is related to cognitive development and their social or cultural background.
This study aims to examine and clarify the developmental growth of youngsters' reason about the conceptions of art through a scheme of aesthetic questions, to find out how these conceptions reflect social knowledge and cultural assumptions, and to derive a developmental standpoint about how youngsters think about art. Thus the objectives of this study are: (1) To identify youngsters' ideas about the making of art; (2) To examine youngsters' concepts about sensory and expressive properties of art; (3) To understand youngsters' criteria for judging a work of art; (4) To figure out youngsters' value of art by different grade levels. 472 students, in grade 1, 3, 5, 7, 9, 11 and sophomore class of university, were randomly selected from two public schools in Taipei, five schools in Kinman, and one university in Taipei, Taiwan, R.O.C. Approximately half of the students were girls and half were boys in each group. Students were asked to respond to 42 questions, along with slides of reproductions of paintings and sculptures. The results indicated that youngsters' conceptions of art are varied. Some of the conceptions of student responses were consistent with those reported in earlier studies, and some were not. Younger children around grade 1, 3, 5 gave simple and short reasons to the open ended questions. They were sensitive to perceptual discrimination. Older children around grade 7, 9, 11 were more capable of expressing their ideas than were younger children, but they were also limited in talking about the complexity, intensity, and unity of a work of art. They discussed the work in broad, nonanalytic ways. The statements that sophomores made were more similar to professional persons involved with art, but in some cases, sophomores were not as sensitive as expected. Social and cultural assumptions influenced the students' knowing of art. The route of development presents a nonuniversal version of youngsters' conceptions of art. From the findings, recommendations are made for aesthetic education in Taiwan.
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