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Aesthetic experience, postmodern art, and contemporary art education.

机译:审美经验,后现代艺术和当代艺术教育。

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摘要

In the last decade the field of art education has revised its aims for teaching art. The prevailing emphasis is on an approach to the teaching of art that includes the four disciplines of aesthetics, art criticism, art history, and art production. This approach has become known as discipline-based art education, and its goal is to develop students' abilities to understand and appreciate art.;One of the fundamental assumptions of discipline-based art education is that content for study can be derived from a broad range of the visual arts with an emphasis on what can be learned from works of art. As students learn to interact with works of art, refining their perceptions and responses, they will be able to gain access to the powerful meanings and messages of works of art.;In this study I examine whether the concept of aesthetic experience is an appropriate goal for art education. In the past, practices in art education were based on modernist theories of aesthetic experience posited by writers such as John Dewey and Monroe Beardsley. These theories focused on a distinctive way of experiencing objects and a distinctive kind of object. Aesthetic experience was marked by a pervasive emotional quality and immediately felt relations of order and fulfillment. Consequently, the present practice of interpretation in art education is characterized by describing and analyzing the elements and principles of design and emotive content.;According to contemporary theorist Arthur Danto, works of art are about something; they are created to present a view of the world and to affect our attitudes and visions of the world. Danto offers a theory of art that changes what we attend to, which are the non-exhibited qualities of a work of art. Danto's view is that the material constituent is just part of the work of art, that we must look beyond the object to historical, cultural, and philosophical contexts in order to comprehend meaning. In this respect, Danto's theory of art provides a better foundation for interpreting and understanding works of art.
机译:在过去的十年中,艺术教育领域已经修订了其教学艺术的目标。当前的重点是艺术教学方法,该方法包括美学,艺术批评,艺术史和艺术生产四个学科。这种方法已被称为基于学科的艺术教育,其目标是提高学生的理解和欣赏艺术的能力。;基于学科的艺术教育的基本假设之一是,学习内容可以从广泛的领域中获得。视觉艺术领域,重点是可以从艺术品中学到什么。当学生学习与艺术品互动,完善他们的感知和反应时,他们将能够获得艺术品的强大含义和信息。;在本研究中,我研究了审美体验的概念是否是适当的目标用于艺术教育。过去,艺术教育的实践是基于约翰·杜威和门罗·比兹利等作家提出的现代主义审美经验理论。这些理论集中于一种独特的体验对象的方式和一种独特的对象。审美体验的特征是无处不在的情感品质,并立即感觉到秩序与满足的关系。因此,目前美术教育中的口译实践的特点是描述和分析了设计的要素和原理以及情感内容。;根据当代理论家亚瑟·丹托的观点,艺术品是关于事物的。创建它们是为了呈现世界观并影响我们对世界的态度和愿景。丹托(Danto)提供了一种艺术理论,该理论改变了我们所关注的东西,这是艺术品的非展示品质。丹托(Danto)的观点是,物质成分只是艺术品的一部分,为了理解意义,我们必须超越对象的历史,文化和哲学背景。在这方面,丹托的艺术理论为解释和理解艺术品提供了更好的基础。

著录项

  • 作者

    Wolcott, Anne G.;

  • 作者单位

    The Pennsylvania State University.;

  • 授予单位 The Pennsylvania State University.;
  • 学科 Education Art.
  • 学位 Ph.D.
  • 年度 1991
  • 页码 144 p.
  • 总页数 144
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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