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Davis, Jessica – Studies in Art Education, 1997
Critiques the attempt by David Pariser and Axel van den Berg to apply the author's methods to a cross-cultural study. Argues that their study is too flawed to be definitive. Suggests means to test the universality of the U-curve as a cognitive development pattern or an artifact of culturally defined aesthetics. (DSK)
Descriptors: Aesthetic Values, Art Education, Child Development, Childrens Art
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Pariser, David; Van den Berg, Axel – Studies in Art Education, 1997
Responds to a critique of the authors' work by Jessica Davis. Enumerates and responds to each of Davis' critiques, arguing that many of them are invalid. Defends the research design choices made by the authors and the results of their study. (DSK)
Descriptors: Aesthetic Values, Art Education, Child Development, Childrens Art
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Erickson, Mary – Studies in Art Education, 1994
Reports on a study of 815 elementary and secondary students and adults on the types of evidence referred to in art historical interpretation. Finds that participants referred to four general types of evidence: (1) artist; (2) viewer; (3) culture; and (4) perception. (CFR)
Descriptors: Art Appreciation, Art Criticism, Art Education, Art History
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McFee, June King – Studies in Art Education, 1991
Examines seven controversial issues in art education and sets them in a larger social context to help identify their contributions to art education. Concludes that art education should include all art forms from all cultures, develop more interaction between people in theory and practice, and extend the use of social and behavioral sciences. (KM)
Descriptors: Art Appreciation, Art Education, Behavioral Sciences, Cultural Activities
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Garber, Elizabeth – Studies in Art Education, 1990
Proposes using feminist art criticism, rather than the modernist emphasis, to teach art criticism. Outlines three goals for feminist art criticism: social analysis, political activism, and self-knowledge. Examines each goal and its complementarity, stressing a pluralistic approach. Maintains that such criticism promotes socially relevant learning.…
Descriptors: Art Criticism, Art Education, Art Expression, Consciousness Raising
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Hicks, Laurie E. – Studies in Art Education, 1990
Examines empowerment as an art education goal from a feminist perspective. Challenges Elliot Eisner's cultural capital theory, arguing that it disempowers students by homogenizing culture. Identifies three goals by which a feminist conception of art education celebrates cultural diversity and empowers students with personal autonomy and critical…
Descriptors: Art Education, Art Expression, Context Effect, Critical Thinking
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Kaufman, Irving – Studies in Art Education, 1989
Discusses Viktor Lowenfeld's influence on art education in general. Assesses the impact of popular culture on perceptions of art and art education, arguing that to be of value, art education must surpass contemporary culture and introduce students to the larger storehouse of human history and achievement. (GEA)
Descriptors: Art, Art Education, Art History, Cultural Influences
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Smith, Peter – Studies in Art Education, 1989
Examines Viktor Lowenfeld's Viennese experiences and analyzes the relationship of those experiences to his views and practices as an art educator in the United States. Questions the appropriateness of ideas developed from Austrian social and educational experiences and from Viennese aesthetic notions in the context of art education for U.S.…
Descriptors: Art, Art Education, Art History, Artists
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Pariser, David; Berg, Axel van den – Studies in Art Education, 1997
Replicates Jessica Davis' study of the U-shaped aesthetic development curve in a cross-cultural setting. Examines whether a similar U-curve is evidenced in Chinese aesthetic development. Presents results that suggest that Chinese aesthetic criteria do not produce a U-shaped evaluation of artistic skills. Discusses limitations of the study. (DSK)
Descriptors: Adolescent Development, Aesthetic Values, Art Education, Child Development