A Developmental Study of the Criteria Used by Children to Justify their Affective Response to Arts Experiences.

N

42

Aesthetic Education; Affective Behavior; Art Appreciation; Art Education; Child Language; Cognitive Development; Educational Experience; Educational Research; Intermediate Grades; Kindergarten; Music Education; Primary Education; Responses; Secondary Education; Sensory Experience; Speeches; Student Reaction; Verbal Communication; Verbal Development; Visual Literacy

An empirical study of the way children talk about art experiences is described and the meaning of this talk in terms of the cognition it represents is investigated. The criteria serving as the basis for creation of content analysis categories are subject matter, sensory elements, formal properties, technical competence, expressive elements, general perceptual interest, extra aesthetic function, and communication. Responses from a sample of students from grades kindergarten through twelve rollowing attendance at an opera performance and following viewing a slide reproduction of an oil painting were obtained by means of questionnaires or structured interviews. Results of the analysis of data serve as guidelines for educators, increasing knowledge about capabilities of groups of children within broad age classification to respond to the arts. (SHM)

1973

ED079182