Aesthetic Development In Adolescence
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Author | : Malcolm Ross |
Publisher | : Elsevier |
Total Pages | : 225 |
Release | : 2014-05-20 |
Genre | : Art |
ISBN | : 1483160637 |
Curriculum Issues in Arts Education, Volume 3: The Development of Aesthetic Experience focuses on the processes, methodologies, and approaches involved in the development of aesthetic experience, including art education, developmental theories, and aesthetic assessment. The book first tackles the concept of aesthetic development and aesthetic dimension in art education. The text then explores the psychological viewpoint of aesthetic development and aesthetic development in music. Topics include music education, music and function, task of teachers, developmental relationships between processes or roles, and uses and misuses of developmental theories. The publication ponders on the role of teachers and students, aesthetic development in dance, and drama as learning, art, and aesthetic experience. The manuscript then examines emotional development in adolescence, meaning in aesthetic experience, and aesthetic assessment and the reliability factor. The book is a reliable source of information for educators and readers interested in the development of aesthetic experience.
Author | : Robert Flynn Durham |
Publisher | : |
Total Pages | : 248 |
Release | : 1977 |
Genre | : Aesthetics |
ISBN | : |
Author | : Philip Yenawine |
Publisher | : Harvard Education Press |
Total Pages | : 219 |
Release | : 2013-10-01 |
Genre | : Education |
ISBN | : 1612506119 |
2014 Outstanding Academic Title, Choice "What’s going on in this picture?" With this one question and a carefully chosen work of art, teachers can start their students down a path toward deeper learning and other skills now encouraged by the Common Core State Standards. The Visual Thinking Strategies (VTS) teaching method has been successfully implemented in schools, districts, and cultural institutions nationwide, including bilingual schools in California, West Orange Public Schools in New Jersey, and the San Francisco Museum of Modern Art. It provides for open-ended yet highly structured discussions of visual art, and significantly increases students’ critical thinking, language, and literacy skills along the way. Philip Yenawine, former education director of New York’s Museum of Modern Art and cocreator of the VTS curriculum, writes engagingly about his years of experience with elementary school students in the classroom. He reveals how VTS was developed and demonstrates how teachers are using art—as well as poems, primary documents, and other visual artifacts—to increase a variety of skills, including writing, listening, and speaking, across a range of subjects. The book shows how VTS can be easily and effectively integrated into elementary classroom lessons in just ten hours of a school year to create learner-centered environments where students at all levels are involved in rich, absorbing discussions.
Author | : Althea H. Woolf |
Publisher | : |
Total Pages | : 182 |
Release | : 1983 |
Genre | : |
ISBN | : |
Author | : Constance Milbrath |
Publisher | : Psychology Press |
Total Pages | : 293 |
Release | : 2013-05-13 |
Genre | : Education |
ISBN | : 1136643052 |
This interdisciplinary volume explores art, its development, and its role in the construction of knowledge. Presenting theory and research on artistic development as a cultural and creative endeavor, contributors examine the origins of human art during the Paleolithic cultural revolution, as part of a modern cultural transformation, in the growth of a creative artist, and in developing children. Target chapters expressing the disciplinary perspectives of psychology, archaeology, communications, education, and the performing arts are followed by commentaries from internationally acclaimed scholars of human development. Part 1 explores how cultures harness and exploit the arts to give expression to values, social practices, and traditions. This section traces the emergence of new art forms that arose during social unrest, including the symbolization of spiritual beliefs expressed on the walls of Paleolithic caves, and the racial identity and cultural values expressed in the media of the hip-hop generation. Part 2 examines the journeys of a composer and a group of students to highlight the process of becoming an artist and the role education plays in its development. The book concludes with a focus on the development of aesthetic appreciation and artistic activity in childhood and adolescence, including, for example, how a child’s developing theory of mind affects appreciation for the arts, and how developing empathy and emotional regulation contribute to the cognitive and affective underpinnings of acting in adolescence. As a whole contributors explore the developmental, sociocultural, and evolutionary processes that make the creation and experience of art possible. Intended for researchers and advanced students in both human development and the arts, this book will also serve as a textbook for advanced courses on psychology and the arts and/or special topics courses in cognitive and/or human development.
Author | : Donald Macbeth Uhlin |
Publisher | : |
Total Pages | : 346 |
Release | : 1959 |
Genre | : Adolescence |
ISBN | : |
Author | : Constance Milbrath |
Publisher | : Psychology Press |
Total Pages | : 320 |
Release | : 2013-05-13 |
Genre | : Education |
ISBN | : 1136643044 |
This interdisciplinary volume explores art, its development, and its role in the construction of knowledge. Presenting theory and research on artistic development as a cultural and creative endeavor, contributors examine the origins of human art during the Paleolithic cultural revolution, as part of a modern cultural transformation, in the growth of a creative artist, and in developing children. Target chapters expressing the disciplinary perspectives of psychology, archaeology, communications, education, and the performing arts are followed by commentaries from internationally acclaimed scholars of human development. Part 1 explores how cultures harness and exploit the arts to give expression to values, social practices, and traditions. This section traces the emergence of new art forms that arose during social unrest, including the symbolization of spiritual beliefs expressed on the walls of Paleolithic caves, and the racial identity and cultural values expressed in the media of the hip-hop generation. Part 2 examines the journeys of a composer and a group of students to highlight the process of becoming an artist and the role education plays in its development. The book concludes with a focus on the development of aesthetic appreciation and artistic activity in childhood and adolescence, including, for example, how a child’s developing theory of mind affects appreciation for the arts, and how developing empathy and emotional regulation contribute to the cognitive and affective underpinnings of acting in adolescence. As a whole contributors explore the developmental, sociocultural, and evolutionary processes that make the creation and experience of art possible. Intended for researchers and advanced students in both human development and the arts, this book will also serve as a textbook for advanced courses on psychology and the arts and/or special topics courses in cognitive and/or human development.
Author | : Constance Milbrath |
Publisher | : Cambridge University Press |
Total Pages | : 444 |
Release | : 1998-09-13 |
Genre | : Art |
ISBN | : 9780521443135 |
This book presents several original studies of artistically talented children and their less-talented peers. The focus is on the spontaneous drawings children produce and on the types of compositions children generate when given materials to compose. Milbrath's model of artistic talent attributes individual differences to the figurative abilities of talented children, and her theory is richly supported by original examples of children's artwork.
Author | : Luisa Ospina |
Publisher | : |
Total Pages | : 208 |
Release | : 2016 |
Genre | : Art therapy |
ISBN | : |
This thesis examines the effect of artistic sensibility and artist identity development on self-esteem in adolescent art therapy clients. Artistic sensibility involves one's capacity of feeling and responding to one's environment, both viscerally and intellectually. Artists advance their artistic sensibility when engaging in the process of creation, which in turn becomes part of their identity. A mixed-method approach utilizing quantitative, qualitative, and arts-based analysis, was used to examine an open studio group therapy model, in which artistic sensibility and artist identity was cultivated through the implementation of fine arts discourse. It was found that developing artistic sensibility and artist identity positively impacts self-esteem in early adolescents. Additionally, data suggest that aesthetics, art history, and exhibition and critique, each impact self-esteem in particular ways. This group model appears to increase self-esteem in adolescent clients due to the relationships made through making art in community, discussing art constructively, and the validation associated with the construction and exhibition of a meaningful art product.
Author | : Malcolm Ross |
Publisher | : Elsevier |
Total Pages | : 141 |
Release | : 2014-05-19 |
Genre | : Education |
ISBN | : 1483156931 |
The Arts and Personal Growth focuses on the influence of arts education to personal growth, including the development of curriculum that puts the study of the arts at the core and learning of the arts in different time frames and educational considerations. The book is composed of papers derived from the conference conducted at Dillington House in Somerset from July 23 to 28, 1979 under the auspices of the University of Exeter with assistance from the Michael Marks Charitable Trust. The selection first outlines the meaning of the arts and the need for school curriculum to include both social and political settings in curriculum development. The book then examines the interrelations of arts education, curriculum, and multi-cultural society, putting emphasis on the contention that minorities have brought with them valid cultures that have various art forms. The text underscores the need to put arts at the highest consideration in curriculum development. The challenges posed to teachers of arts and the ability of experts in the arts to maintain natural and human artefacts are noted. The manuscript also ponders on the reality that learning the arts surpasses age and educational boundaries. The influence of art to a sound personal development is also mentioned. The publication is a dependable reference for readers and art patrons interested in the value of arts in personal growth.