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Reasoned perception: Art education ...

Siegesmund, Richard Evans.

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Reasoned perception: Art education at the end of art.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Reasoned perception: Art education at the end of art./
作者:	Siegesmund, Richard Evans.
面頁冊數:	269 p.
附註:	Adviser: Elliot W. Eisner.
Contained By:	Dissertation Abstracts International61-11A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9995283
ISBN:	0493031286

Reasoned perception: Art education at the end of art.
Siegesmund, Richard Evans.

Reasoned perception: Art education at the end of art. - 269 p.

Adviser: Elliot W. Eisner.

Thesis (Ph.D.)--Stanford University, 2000.

The evidence of student learning is mixed. A three-year study of student learning, with a sustained curriculum of visual inquiry, seems necessary for students to demonstrate active facility with the use of reasoned perception.

ISBN: 0493031286Subjects--Topical Terms:

1018432
Education, Art.

Reasoned perception: Art education at the end of art.
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100 1 $a Siegesmund, Richard Evans. $3 1254931
245 1 0 $a Reasoned perception: Art education at the end of art.
300 $a 269 p.
500 $a Adviser: Elliot W. Eisner.
500 $a Source: Dissertation Abstracts International, Volume: 61-11, Section: A, page: 4261.
502 $a Thesis (Ph.D.)--Stanford University, 2000.
520 $a The evidence of student learning is mixed. A three-year study of student learning, with a sustained curriculum of visual inquiry, seems necessary for students to demonstrate active facility with the use of reasoned perception.
520 $a The pedagogy for leading students through visual inquiry requires the teacher adopt five distinct roles as a guide and four roles as a critic. Teachers make spontaneous, on-the-fly decisions regarding their choice of role.
520 $a Three teachers were observed over a period of sixteen weeks. Through a methodology of educational criticism, one lesson from each teacher is analyzed within the context of visual inquiry. Pedagogy is examined as well as evidence of student learning.
520 $a Postmodern theories of art suggest that art should be appreciated for the forms of thought it can generate. This dissertation studies one form of thought that visual art promotes: nonlinguistic thinking or <italic>reasoned perception</italic>. Reasoned perception involves comparisons and judgments within and between qualitative relationships. The curriculum that teachers use to develop skills in reasoned perception is based on the <italic>cycle of visual inquiry</italic>.
520 $a Our first discerning cognitive experience of the world is nonlinguistic. Sense impressions are sustained in our imagination. By associating feelings with impressions we form mental concepts. A mental concept constitutes meaning in its most elemental form. Hence, our ability to construct meanings and understandings is based on our capacity to sense and feel.
520 $a Thinking nonlinguistically through reasoned perception is a form of human potential. It endures after the acquisition of language. The development of reasoned perception has long been an implicit aim of art education. This dissertation argues for making this aim explicit.
520 $a Visual inquiry engages phases of perception, conception, expression, and reflection. The completion of the cycle of visual inquiry is properly understood as aesthetic experience. This view of aesthetic experience has important implications for the implementation of national standards. Aesthetic experience that develops skills in reasoned perception is not simply one curricular component; it is the primary aim of art education.
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790 1 0 $a Eisner, Elliot W., $e advisor
791 $a Ph.D.
792 $a 2000
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