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CONCEPTS OF EMPATHY AND THE NATURE O...

CARPENTIER, RENE.

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CONCEPTS OF EMPATHY AND THE NATURE OF AESTHETIC RESPONSE APPLIED TO VISUAL ART APPRECIATION.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	CONCEPTS OF EMPATHY AND THE NATURE OF AESTHETIC RESPONSE APPLIED TO VISUAL ART APPRECIATION./
作者:	CARPENTIER, RENE.
面頁冊數:	147 p.
附註:	Source: Dissertation Abstracts International, Volume: 48-09, Section: A, page: 2225.
Contained By:	Dissertation Abstracts International48-09A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8726601

CONCEPTS OF EMPATHY AND THE NATURE OF AESTHETIC RESPONSE APPLIED TO VISUAL ART APPRECIATION.
CARPENTIER, RENE.

CONCEPTS OF EMPATHY AND THE NATURE OF AESTHETIC RESPONSE APPLIED TO VISUAL ART APPRECIATION. - 147 p.

Source: Dissertation Abstracts International, Volume: 48-09, Section: A, page: 2225.

Thesis (Ph.D.)--The Ohio State University, 1987.

Educating for art appreciation is a goal extensively advocated in art education. Imbedded in art appreciation is the training of the individual to respond aesthetically to art works both cognitively and affectively. To develop affective response individuals need to achieve the ability to respond empathically to art.Subjects--Topical Terms:

1018432
Education, Art.

CONCEPTS OF EMPATHY AND THE NATURE OF AESTHETIC RESPONSE APPLIED TO VISUAL ART APPRECIATION.
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300 $a 147 p.
500 $a Source: Dissertation Abstracts International, Volume: 48-09, Section: A, page: 2225.
502 $a Thesis (Ph.D.)--The Ohio State University, 1987.
520 $a Educating for art appreciation is a goal extensively advocated in art education. Imbedded in art appreciation is the training of the individual to respond aesthetically to art works both cognitively and affectively. To develop affective response individuals need to achieve the ability to respond empathically to art.
520 $a The purpose of this inquiry was to compile and explore theories of empathy and aesthetic response, and using these, develop a philosophical foundation for a methodology of art appreciation.
520 $a This research examined concepts such as empathy, perception, appreciation, and analyzed and compared concepts that employ diverse or similar terminology in the fields of aesthetics and aesthetic education.
520 $a It was found that an individual empathically responding to work of art tends to merge the activities of the self with the perceived qualities of the object. Attention is diverted away from the self and outward to the object. The viewer associates feelings with moods and emotions felt in aesthetic contemplation and attributes these qualities to the work. The mind responds and reacts to the objective, the work of art, which causes particular subjective responses. The viewer who is empathically involved is receptive and participates actively in perceiving the work's attributes.
520 $a Criticism was examined and submitted as a method through which a viewer can dialogue and interact with a work of art. Examination of critical models supported the concept that empathic response while analyzing a work of art promotes art appreciation. Critical dialogue fosters intersubjective testing that can alter initial responses to art works.
520 $a Based on an analysis of literature in aesthetics and aesthetic education this investigator developed a theoretical construct for a schema of art appreciation. The schema was divided into three response modes: (1) initial response, (2) aesthetic attention, and (3) critical analysis. Eight propositions were derived from the literature by the investigator, and are intended to serve as sequential steps for a method of art appreciation.
520 $a Implementing a method of art appreciation that begins with the individual's idosyncratic empathic response to a work of art, which is then integrated with critical analysis, encourages learning opportunities that are cognitive and effective.
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