Emotion And Cognition In Visual Art Education

Although there is unanimity among educators that art and art education exert a positive influence on children, diverse philosophical, social, and psychological views and values have inhibited the formation of teaching goals and strategies that acknowledge the emotional and cognitive significance of visual art. The general aims of art education have been to develop students' visual, artistic, and aesthetic perceptions and to enhance their abilities in visual expression and production. Art establishes a close connection between emotional response and cognitive action, a relationship recently investigated by research into cerebral dominance. Aesthetic perceptions are an individuals' interpretation of reality. These perceptions produce an emotional response which should be encouraged. The development of artistic and aesthetic experience increases knowledge. Visually-transmitted knowledge would seem more permanent and meaningful than verbal information, since it clarifies an image of reality that can be internalized. By encouraging the development of perception, evaluation, and activity in visual art education, both visual and verbal information processing are enhanced. (FG)

Art educ. text presents philosophical & psych. theories dealing w/ art cog., vision, & perception; discusses how these theories are evidenced in both mature artists and K-12 students; examines how they may be used to shape school art learning environment

Through the use of case studies and more than 150 illustrations of patient artwork, this book summarizes findings of cognitive development and art therapy practices.

Emotions are essential for human existence, both lighting the way toward the brightest of achievements and setting the course into the darkness of suffering. Not surprisingly, then, emotion research is currently one of the hottest topics in the field of psychology. Yet to divine the nature of emotion is a complex and extensive task. In this book emotions are approached thought an exploration of the nature of cognition in emotion; the nature of thoughts in feelings. Different approaches to emotions are explored, from brain research to research at the level of experience, and it is argued that all approaches must seriously take into account the experiential dimension. A qualitative study of experiences with art is therefore presented, as emotions and cognition are often expressed in experiences with art. It is the first study of its kind. Descriptions of various affective phenomena are then given which have significant implications for contemporary debates about emotions, resolving several contemporary controversies. ContentsAcknowledgementsIntroductionChapter 1: Describing EmotionChapter 2: Describing CognitionChapter 3: Theories about the Emotion-Cognition RelationshipChapter 4: Experiences with ArtChapter 5: A Phenomenological Study of Art AppreciationChapter 6: DiscussionBibliographyIndex

The relationship between psychology and the arts, and the role of the arts in the educational process are explored. The proposition put forth argues that the sensory system is a primary resource in cognitive life. The relationship of intuition to intellect, of how the whole and its constituent qualities relate, also is explored. The forms of representation artists and art students have access to inexorably shape the content of their work. The educational process too often has thwarted natural human abilities. Art education, however, can and should have a crucial role in fostering these abilities. (DB)

Using research on the brain and learning, Eric Jensen presents the definitive case for making the arts a core part of your curriculum and integral to teaching in every subject and classroom.

This is a compelling exploration of the transformative power of art education through the personal journeys of several students. The book provides a complex theoretical explanation and insight that inspires personal reflection upon art pedagogy.