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The project of interpretation: Adole...

Howe, Scott Lee.

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The project of interpretation: Adolescents with the collection of the Whitney Museum of American Art.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The project of interpretation: Adolescents with the collection of the Whitney Museum of American Art./
作者:	Howe, Scott Lee.
面頁冊數:	193 p.
附註:	Adviser: Judith M. Burton.
Contained By:	Dissertation Abstracts International68-06A.
標題:	Art History. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3269079
ISBN:	9780549083610

The project of interpretation: Adolescents with the collection of the Whitney Museum of American Art.
Howe, Scott Lee.

The project of interpretation: Adolescents with the collection of the Whitney Museum of American Art. - 193 p.

Adviser: Judith M. Burton.

Thesis (Ed.D.)--Teachers College, Columbia University, 2007.

Adolescents' responses to works of fine art, such as those in museum collections, typically draw upon a wide, idiosyncratic range of knowledge and personal experience. In terms of their content and their command formal knowledge, adolescent interpretations differ markedly from those of art historians and critics. It could be assumed that these differences indicate a capacity to interpret works of art that is in some way inferior to that of experts or adults. However, this study intends to preserve the integrity of adolescent interpretations by not comparing them to those of adults as an ideal. Yet, it takes the components of adolescent responses and describes the narrative process through which these components integrate to create meaning, revealing them to assume a particular complexity.

ISBN: 9780549083610Subjects--Topical Terms:

635474
Art History.

The project of interpretation: Adolescents with the collection of the Whitney Museum of American Art.
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245 1 4 $a The project of interpretation: Adolescents with the collection of the Whitney Museum of American Art.
300 $a 193 p.
500 $a Adviser: Judith M. Burton.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2285.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2007.
520 $a Adolescents' responses to works of fine art, such as those in museum collections, typically draw upon a wide, idiosyncratic range of knowledge and personal experience. In terms of their content and their command formal knowledge, adolescent interpretations differ markedly from those of art historians and critics. It could be assumed that these differences indicate a capacity to interpret works of art that is in some way inferior to that of experts or adults. However, this study intends to preserve the integrity of adolescent interpretations by not comparing them to those of adults as an ideal. Yet, it takes the components of adolescent responses and describes the narrative process through which these components integrate to create meaning, revealing them to assume a particular complexity.
520 $a The study draws from the responses of 10 public high school students in New York City to works of art included Learning Whitney, the educational web site produced by the Whitney Museum of American Art. In individual interviews, each participant was asked to discuss any of 103 images they found interesting after they had browsed the images on a web page. The interview data were treated qualitatively, and the results were reported in terms of significant themes and categories common to the responses as a whole.
520 $a The participants speak of works of art in terms specific to the culture of schools and of their lives. They structure their responses as explanations for the intentions of the artist, the state-of-mind of the artwork's subject, and their own reactions as viewers. Additionally, dialogue encourages more detailed description of the artwork and consequently refines the participant's interpretations over the course of the interview. Together, these elements are described as part of an inter-related, dynamic process.
520 $a Understood as a co-constructive process---one that depends significantly on dialogue---the discussion suggests that interpretation could be fostered in a variety of contexts: the museum gallery, online, and in the school classroom. Each setting may be designed to encourage close observation and support the construction of meaning as a process shaped by personal experience and the insights of others, as well as formal knowledge.
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