ERIC Number: ED201578
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Toward an Integrated Paradigm for Inquiry into the Cognitive Nature of Artistic Development in Children.
This paper presents a model for examining the cognitive nature of artistic development in children. The model uses Witkin's differentiation theory as a basic construct with which to integrate theories of art criticism/aesthetics (particularly, E.B. Feldman's theory), developmental psychology (Jean Piaget), and linguistics. Witkin's Differentiation Theory pertains to the ways people differ in psychological and neurophysiological behaviors covering such areas as perceptual, intellectual, personality, and social domains. Piaget's theories of intellectual development were selected as a means of providing a theoretical balance between intellectual development and differentiation; and Feldman's theory of art criticism was selected to provide a structure for determining how individuals respond to art objects. These three theories were selected as being of primary importance to the model of cognitive processes and artistic development for several reasons--they are all familiar to and well regarded by social scientists, they have all been the subject of considerable research, they all have basic similar characteristics (for example, they all derive out of the rationalistic philosophical tradition and have a cognitive base), and they all view development as a process toward greater complexity and differentiation. The method was to examine the relationship of perception and cognition to drawings of boys in grades two through six. Findings indicated a high degree of individual consistency in cognitive style across perceptual, cognitive, and graphic tasks. The conclusion is that children's development in art is more related to transaction processes affecting a child's direction and rate of growth than, as is most often assumed, to chronological age. (DB)
Publication Type: Reports - Research; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Feldman (E B); Piaget (Jean); Witkin (H A)
Note: Paper presented at Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).