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ERIC Number: ED351250
Record Type: RIE
Publication Date: 1992
Pages: 31
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Research and Theories Supporting Art Instruction for Instrumental Outcomes.
Hamblen, Karen A.
Some art educators believe that art should be studied for its own intrinsic value, while others believe that art instruction provides instrumental outcomes that are valuable beyond the acquisition of art knowledge and skills per se. This latter group of educators, known as instrumentalists, believe, for example, that the study of art promotes creative thinking, self-awareness, social relations, lower absenteeism, and increased test scores in other subject areas. This paper presents a brief review of theory and research findings that support some of the claims for instrumental outcomes. The paper first discusses research that concerns cognitive characteristics and processes relevant to art instruction. It was found that the cognitive rationales for the study of art as they relate to instrumental outcomes hinged primarily on: (1) the extension of knowing what art per se provides; and (2) the relationship artistic knowing has to knowing in other school subjects. The second half of the paper concerns educational research findings supportive of instrumental rationales. Findings show that the visual arts tend to interest and motivate students, and thus art education may be ideal for many at-risk students. A list of 98 references is included. (DB)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Conference of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).