in Childrens Art Appreciation Laura Schneebaum Department of Applied Psychology Dr Gigliana Melzi amp Adina Schick The NYU Child Language Research Team Steinhardt Deans Grant for Student Research ID: 132565
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Slide1
The Role of Genre and Cognition in Children’s Art Appreciation
Laura SchneebaumDepartment of Applied PsychologySlide2
Dr. Gigliana
Melzi & Adina SchickThe NYU Child Language Research Team
Steinhardt Dean’s Grant for Student Research
Applied Psychology Departmental Research Grant
AcknowledgementsSlide3
Art has been an essential part of everyday life for many centuries.
Although works of art can be universally appreciated, they depict and represent the cultural reality of a specific time period. Given the importance of art in transmitting culture
across generations,
one important area of focus has been on the ways in which children come to comprehend artistic pieces.
Art AppreciationSlide4
Importance of Art Appreciation
Art appreciation requires that children combine their understanding of the world, their emotions, and their interpretations of the work.
As children
come to appreciate works of art they learn to construct meaning and articulate their thoughts.
Thus, engaging with and talking about art provides children with a forum for developing their literacy and communication skills.Slide5
Suburban versus urban setting
School environment
Influences of Art Appreciation
Environmental Factors
Previous experience
Gender
Age / Grade
Subject matter
Artistic characteristics
Artistic style
Type of Artwork
Person-level CharacteristicsSlide6
Development of Art Appreciation
Art Appreciation ProgressionSensorial Stage
Color
, Representational Content
Concrete Stage
Realism, Subject Matter, Art Quality, Color
Expressive
Stage
Style, Form, Emotional ImpactSlide7
Development of Art Appreciation
Art Appreciation ProgressionSensorial Stage
Color
, Representational Content
Concrete Stage
Realism, Subject Matter, Art Quality, Color
Expressive
Stage
Style, Form, Emotional Impact
Piagetian
Cognitive Development
Formal Operational Stage
Thinking is abstract and systematic
Concrete Operational Stage
Thinking is logical and organized
Preoperational Stage
Thinking is
representational, lacks
logicSlide8
Development of Art Appreciation
Art Appreciation ProgressionSensorial Stage
Color
, Representational Content
Concrete Stage
Realism, Subject Matter, Art Quality, Color
Expressive
Stage
Style, Form, Emotional Impact
Piagetian
Cognitive Development
Formal Operational Stage
Thinking is abstract and systematic
Concrete Operational Stage
Thinking is logical and organized
Preoperational Stage
Thinking is
representational, lacks
logicSlide9
The present study examined
children’s expression of art appreciation.Two main questions guided the present study:
How
do children talk about works from different artistic genre?
To
what extent are the descriptions
children
provide related to their overall level of cognitive reasoning?
Research ObjectivesSlide10
40 children between the ages 8-13 (
M = 130.83,SD = 22.89) were recruited to participate in this study.Groups of children were evenly divided by gender.
All parents had at least a college education (
M = 17.7, SD
= 1.29).All children resided in suburban settings
.
ParticipantsSlide11
Parents completed a demographic questionnaire designed to ascertain children’s previous experiences with art.
Children completed the Fun and Challenging Puzzles II (Bakken, 1995), a paper-and-pencil cognitive reasoning measure.Children were shown 3 paintings and prompted to talk about them.
Procedure
Landscape with Saint Jerome
by
Poussin
Landscape
by Kandinsky
Landscape:The
Parc
Monceau
by Monet
Renaissance/Baroque
Impressionism
Abstraction
Representational
Semi-representational Abstract Slide12
What do you see in this painting?
How would you feel if you were in the painting and why? How do you feel when you look at it and why? Why do you think the artist painted this particular scene in the way he did? If you saw this in a museum, why would you think it was famous?Would you put this in your room, why or why not?
What do you like most about it and why?
What do you like least about it and why?
Sample PromptsSlide13
Children’s conversations about art were transcribed and verified using a standardized system (MacWhinney
, 2000).All utterances related to the artwork were coded for level of appreciation and artistic themes. Transcription & Coding
Perceptual
Contextual
Analytical
Attraction
Representation & Realism
Emotional Expression
Style & Form
Interpretation
Other
Contextual
Analytical
k = .87
k
= .90Slide14
How do children talk about works from different artistic genre?
Research Question 1:Slide15
Amount of Talk by Genre
*
Number of References
F
(2, 38) = 5.23,
p
= .01Slide16
Level of Appreciation by Painting type
F
(2, 38) = 7.91,
p < .01
*
*Slide17
Themes By Level: Perceptual Slide18
Themes By Level: Contextual Slide19
Themes By Level: AnalyticalSlide20
To what extent are the descriptions children provide related to their overall level of cognitive reasoning?
Research Question 2:Slide21
Preliminary Analysis
Perceptual
Contextual
Analytical
Gender
-.06
-.03
.10
Age
-.36*
.
30
†
.23
Grade
-.38*
.
38*
.21
*p
< .
05,
†
p
= .
06Slide22
Perceptual
Contextual
Analytical
Museum
Visits
-.33*
-.02
.41**
Classroom
Exhibits
-.12
.03
.12
Appreciation
Classes
-.04
-.06
.09
Production
Classes
-.07
.03
.07
Preliminary Analysis
**p
< .01
, * p
< .05Slide23
Cognitive reasoning was positively correlated with analytical talk (r = .33, p
< .05).Cognitive Reasoning and Art Appreciation
Predictors
R
2
ΔR
2
(
β
)
(SE)
(B)
Model
1
.17*
.17
Museum
Visits
10.30
3.74
0.41
Model 2
.26*
.10
Museum
Visits
9.88
3.57
0.39
Cognitive Reasoning
1.62
0.73
0.31
Cognitive reasoning uniquely explained 10% of the variance in analytical talk,
controlling for museum visits.Slide24
Cognitive Reasoning and Art Appreciation
Cognitive reasoning was negatively correlated with total amount of talk about Poussin (r = -.34, p < .05), and was positively correlated with amount of talk about Monet (r = .31, p
= .05).
Poussin
Monet
Kandinsky
Museum
Visits
-.
37*
-
.16
-.19
Classroom
Exhibits
.16
-.28
.12
Appreciation
Classes
-.
07
-.
00
.
06
Production
Classes
-.
01
-.01
.
02
* p
< .05Slide25
Cognitive Reasoning and Art Appreciation
Cognitive reasoning was negatively correlated with total amount of talk about Poussin (r = -.34, p < .05), and was positively correlated with amount of talk about Monet (r = .31, p
= .05).
Cognitive reasoning uniquely explained 13% of the variance in amount of talk about Poussin above and beyond museum visits.
Cognitive reasoning uniquely explained 10% of the variance in amount of talk about Monet.
Predictors
R
2
ΔR
2
(
β
)
(SE)
(B)
Model
1
.14*
.
14
Museum
Visits
3.56
1.46
0.37
Model 2
.26*
.
13
Museum
Visits
3.75
1.37
0.39
Cognitive Reasoning
-0.71
0.28
-0.36
Predictors
R
2
(
β
)
(SE)
(B)
Cognitive
Reasoning
.10*
.64
.32
.31Slide26
Discussion
Results both support and expand on past findings that
c
hildren’s talk
about art
varies based on
the genre of the
painting.
The more realistic the
artwork, the more children focus on what they see in the painting
.
Children seem to have the
most difficulty talking
about abstract paintings.
There seems to be a developmental progression in children’s level of art appreciation.
Age/grade influence perceptual and contextual talk; cognitive reasoning influences level of analytical talk.
Children’s level of cognitive reasoning further influences the type of painting they appreciate.
Representational
Semi-Representational
AbstractSlide27
Implications & Future Directions
The current study was exploratory in nature; future studies should further probe these relations:
Larger sample size
More experiential measures
Longitudinal design
Numerous factors, including type of artwork and cognitive
reasoning,
appear to play a role in children’s art appreciation
.
Art
appreciation fosters children’s ability to formulate opinions and express their thoughts and feelings.
Current
findings should be used to inform the development of art
appreciation
curricula
.Slide28
“
I certainly consider a great appreciation of painting to be the best indication of a
most perfect mind…”