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Aesthetic philosophy in the art clas...

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Aesthetic philosophy in the art class: An experimental study to determine the effects of philosophical inquiry upon students' levels of aesthetic thinking.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Aesthetic philosophy in the art class: An experimental study to determine the effects of philosophical inquiry upon students' levels of aesthetic thinking./
作者:	Pearson, Diane.
面頁冊數:	170 p.
附註:	Major Professor: Kevin Ryan.
Contained By:	Dissertation Abstracts International55-03A.
標題:	Education, Art. -
電子資源:	http://0-pqdd.sinica.edu.tw.lib1.npue.edu.tw/twdaoapp/servlet/advanced?query=9419331

Aesthetic philosophy in the art class: An experimental study to determine the effects of philosophical inquiry upon students' levels of aesthetic thinking.
Pearson, Diane.

Aesthetic philosophy in the art class: An experimental study to determine the effects of philosophical inquiry upon students' levels of aesthetic thinking. - 170 p.

Major Professor: Kevin Ryan.

Thesis (Ed.D.)--Boston University, 1994.

The purpose of this study was to find out if the component "Aesthetics," introduced as a subject for philosophical inquiry, could be incorporated into the elementary school art class simultaneously, during the time children are working with materials, and, as a result, contribute to higher levels of thinking when responding to works of art.Subjects--Topical Terms:

1018432
Education, Art.

Aesthetic philosophy in the art class: An experimental study to determine the effects of philosophical inquiry upon students' levels of aesthetic thinking.
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245 1 0 $a Aesthetic philosophy in the art class: An experimental study to determine the effects of philosophical inquiry upon students' levels of aesthetic thinking.
300 $a 170 p.
500 $a Major Professor: Kevin Ryan.
500 $a Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 0450.
502 $a Thesis (Ed.D.)--Boston University, 1994.
520 $a The purpose of this study was to find out if the component "Aesthetics," introduced as a subject for philosophical inquiry, could be incorporated into the elementary school art class simultaneously, during the time children are working with materials, and, as a result, contribute to higher levels of thinking when responding to works of art.
520 $a The experimental design method involved a population (N = 45) of fourth and fifth grade students from a predominantly white, low to middle class suburban public school system who were randomly selected and randomly assigned to one of three groups. Group One received a series of seven art lessons, Group Two received the same art lessons plus a segment of philosophical inquiry, and Group Three served as a control.
520 $a All groups were given a pretest and a posttest during which they were asked to respond to two original art works chosen from among a series of nine works. The responses were both written and oral. The instrument used to determine pretest and posttest differences was a scale based upon Parsons's cognitive developmental stages of aesthetic response (1989) which was adapted for use in this study by the researcher. The responses recorded in this study were highly consistent with Parsons's findings.
520 $a Analysis of the data revealed a significant increase in aesthetic thinking by the group receiving the art lessons plus philosophical inquiry at the end of only seven weeks. It was concluded that the additional inquiry segment contributed toward the increase in students' levels of aesthetic thinking. These results gave reason to believe that the incorporation of aesthetic philosophy into the weekly art class will contribute to higher levels of aesthetic developmental thinking and provide the students greater insight regarding their own aesthetic nature.
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