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ERIC Number: ED436462
Record Type: RIE
Publication Date: 1999-May
Pages: 82
Abstractor: N/A
Reference Count: N/A
Improving Student Ability To Critique Art through the Development of Higher Level Thinking Skills.
Hardin, Linda; Sederstrom, Chris
A research project implemented a program to increase skills in critiquing art at the elementary level. The targeted population consisted of students in fifth grade in a lower-to-middle-class community located in western Illinois. Evidence used to support the problem's existence included the local visual art assessment test, teacher observations, and student journal entries. Analysis of probable causes revealed art specialists have not been funded by the school district for over a decade. The art presented to students at this time was not discipline-based art education and did not involve describing, analyzing, interpreting, or evaluating. These factors contributed to an inability to critically analyze artwork. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in selection of three major categories of intervention: identifying and applying elements of art and principles of design; increasing ability to perceive and respond to art; and fostering students' abilities to evaluate their own art work. The following implemented activities increased opportunities for analyzing and critiquing art: visual assessment games, reflective journaling entries, visual scanning sheets, guided discussions of artwork, and analysis of own art production. These activities improved the critiquing skills of students in the targeted classes. Post-intervention data indicated minimal increase in students' ability to describe, analyze, interpret, and evaluate artwork. The strongest improvement was in the area of evaluating artwork. (Contains 4 figures, 5 tables of data, 36 references and 10 appendixes).; also contains various appendixes.) (Author/BT)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Master's Action Research Project, Saint Xavier University and IRI/Skylight.