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A cognitive ethnographic study of im...

Kantrowitz, Andrea.

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A cognitive ethnographic study of improvisational drawing by eight contemporary artists.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A cognitive ethnographic study of improvisational drawing by eight contemporary artists./
作者:	Kantrowitz, Andrea.
面頁冊數:	299 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
標題:	Fine arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3624487
ISBN:	9781303980558

A cognitive ethnographic study of improvisational drawing by eight contemporary artists.
Kantrowitz, Andrea.

A cognitive ethnographic study of improvisational drawing by eight contemporary artists. - 299 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2014.

This item is not available from ProQuest Dissertations & Theses.

This interdisciplinary study brought together methods and theory from both art education and cognitive psychology to study the cognitive interactions underlying drawing within a specific contemporary context. Artists and others (such as engineers and mathematicians) often say that they draw in order to "have a conversation with myself." These conversations are fundamentally non-verbal: forms and meanings may emerge that are not easily put into words. Improvisational drawing was defined as an open-ended process, rather than the rendering of a predetermined image or scene. A cognitive ethnographic methodology was used to document and analyze nine artists' improvisational drawing practices, in their own studios, through video recording, interviews and field notes.

ISBN: 9781303980558Subjects--Topical Terms:

2122690
Fine arts.

A cognitive ethnographic study of improvisational drawing by eight contemporary artists.
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245 1 2 $a A cognitive ethnographic study of improvisational drawing by eight contemporary artists.
300 $a 299 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Advisers: Judith Burton; Barbara Tversky.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2014.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a This interdisciplinary study brought together methods and theory from both art education and cognitive psychology to study the cognitive interactions underlying drawing within a specific contemporary context. Artists and others (such as engineers and mathematicians) often say that they draw in order to "have a conversation with myself." These conversations are fundamentally non-verbal: forms and meanings may emerge that are not easily put into words. Improvisational drawing was defined as an open-ended process, rather than the rendering of a predetermined image or scene. A cognitive ethnographic methodology was used to document and analyze nine artists' improvisational drawing practices, in their own studios, through video recording, interviews and field notes.
520 $a This study investigated, moment to moment, the kinds of top-down conceptual insights and bottom-up perceptual cues that support the drawing "conversation." Based on previous research, which has used video documentation and retrospective interviews to investigate researcher-defined drawing tasks, such as problem-solving or accurate rendering, this research breaks new ground by looking at open-ended participant-defined drawing tasks in a participant-designed setting. Common structural components and dynamics as well as differences between participants were found. In the course of this analysis, drawing itself was used as a research tool, as a way of treating the data and developing and visualizing concepts.
520 $a The exploration of drawing as a tool of thought was based on the assumption that human cognition is both embodied and embedded in the physical and environmental contexts in which it takes place. New understandings of expert practice emerging from this study could help strengthen the unique contributions of the arts to education, by shedding light on generalizable and potentially transferable aspects of the kinds of embodied and embedded thinking strategies underlying improvisational drawing. This study may also help inspire new approaches to the practice and teaching of drawing that make room for individualized and unscripted explorations, while supporting the expansion of students' repertoires of skills and understandings.
520 $a Keywords: drawing, cognition, contemporary artists, improvisation, situated cognition, cognitive ethnography.
590 $a School code: 0055.
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650 4 $a Cognitive psychology. $3 523881
650 4 $a Art education. $3 547650
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710 2 $a Teachers College, Columbia University. $b Interdisciplinary Studies in Education. $3 3178997
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792 $a 2014
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3624487