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Erickson, Mary; Ramson Hales, Laura – Studies in Art Education: A Journal of Issues and Research in Art Education, 2018
We investigated the impact of inquiry instruction within a well-established, yearlong, studio-focused high school student program based at a contemporary art museum in the southwestern United States. The pretest and posttest focused students' attention on the work of two different contemporary artists and used the same prompts to solicit student…
Descriptors: Art Education, Art Appreciation, Scaffolding (Teaching Technique), Inquiry
Peer reviewed
DePorter, Deborah A.; Kavanaugh, Robert D. – Studies in Art Education, 1978
Forty students, grades 4 and 8, were given match-to-sample tests on Western art, to gauge their ability to recognize paintings by the same artist. Eighth-graders performed reliably better than fourth-graders, and their matching justifications were more advanced. Prior artistic experiences improved style sensitivity. (SJL)
Descriptors: Age Differences, Art Appreciation, Developmental Stages, Discrimination Learning
Peer reviewed
Feinstein, Hermine – Studies in Art Education, 1984
The clustering strategy increased the metaphoric nature of college students' written interpretations for realistic, abstract, and nonobjective paintings. Relaxed attention exercises significantly increased metaphoric interpretations of realistic paintings only. (Author/RM)
Descriptors: Art Appreciation, Art Education, Educational Research, Higher Education
Peer reviewed
Rush, Jean C. – Studies in Art Education, 1979
This experiment compared six methods of teaching concepts of painting style. A practice-plus-verbal feedback teaching strategy (active condition) was compared to a strategy using modeled verbal response (passive condition). Each strategy was combined with three amounts of information: none, artist's name, and name plus style rule. (Author/SJL)
Descriptors: Art Appreciation, Art Education, College Students, Comparative Analysis
Peer reviewed
Taunton, Martha – Studies in Art Education, 1980
Children ages 4, 8, 12, 16, and adults responded to 24 paintings concerning three subject matters and varying in realism and space depiction. Five-factor analysis of variance indicated that the triple interaction of subject matter, realism, and spatial depth was significant for all. Preferences are discussed by age group. (SJL)
Descriptors: Adolescents, Adults, Age Differences, Art Appreciation
Peer reviewed
Day, Michael D. – Studies in Art Education, 1976
Results of this study indicate that students' attitudes toward styles of painting studied were influenced in a positive direction through use of an experimental curriculum. (RW)
Descriptors: Aesthetic Education, Art Appreciation, Art Education, Curriculum Evaluation