ERIC Number: EJ790242
Record Type: Journal
Publication Date: 2003
Pages: 21
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0021-8510
EISSN: N/A
Aesthetic Understanding as Informed Experience: The Role of Knowledge in Our Art Viewing Experiences
Lachapelle, Richard; Murray, Deborah; Neim, Sandy
Journal of Aesthetic Education, v37 n3 p79-98 Fall 2003
A common misconception about the nature of art and of aesthetic appreciation is that these activities are essentially a question of "feeling," as if tuning in to the right feeling will automatically lead to a full understanding of the work of art. Another widespread misunderstanding essentially reduces art viewing to a simple question of perception, as if looking long and hard is always enough to apprehend the work of art's message. Fortunately, a growing body of research into adults' art viewing experiences is debunking these widely held beliefs as oversimplifications of the art viewing process. It can now be asserted, with a good degree of certainty, that art viewing experiences solicit four key areas: the affective, perceptual, communicative, and cognitive dimensions of human experiencing. While acknowledging at the outset the essential roles of affect, perception, and communication in art viewing experiences, this paper focuses more specifically on aspects of the intellectual dimension of this experience. First, the authors present and discuss a model that they have developed over the last several years. This model identifies the kinds of knowledge and learning involved in art viewing activities. Second, they present the results of an empirical study conducted to provide support for the model. Finally they briefly discuss the model's usefulness for the purposes of aesthetic education. (Contains 1 figure and 22 notes.)
Descriptors: Aesthetic Education, Art Criticism, Art Expression, Misconceptions, Art Education, Art Appreciation, Affective Behavior, Attitudes, Communication (Thought Transfer), Cognitive Processes, Models
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A