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Art criticism in art education : = A content analysis of twelve years (1980-1992) of art criticism in "The Journal of Studies in Art Education".

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Art criticism in art education :/
其他題名:	A content analysis of twelve years (1980-1992) of art criticism in "The Journal of Studies in Art Education".
作者:	Porter, Bonnadell M.
面頁冊數:	1 online resource (204 pages)
附註:	Source: Dissertations Abstracts International, Volume: 55-08, Section: A.
Contained By:	Dissertations Abstracts International55-08A.
標題:	Art education. -
電子資源:	click for full text (PQDT)
ISBN:	9798208076712

Art criticism in art education : = A content analysis of twelve years (1980-1992) of art criticism in "The Journal of Studies in Art Education".
Porter, Bonnadell M.

Art criticism in art education :A content analysis of twelve years (1980-1992) of art criticism in "The Journal of Studies in Art Education". - 1 online resource (204 pages)

Source: Dissertations Abstracts International, Volume: 55-08, Section: A.

Thesis (Ph.D.)--University of Oregon, 1993.

Includes bibliographical references

The proliferation of art criticism approaches in Art Education during the last decade has caused many art educators and students to wonder how best to understand these critical methods while also making aesthetic and historical backgrounds meaningful and intrpretation possible. The purpose of this study was to identify and analyze criticism approaches in art education that have emerged in the past twelve years. A selection of proposed approaches to art criticism that were published that were published in The Journal of Studies in Art Education from 1980-1992 were the focus of a theoretical content analysis. The literature review was presented in three parts. the first phase of the review dealt with the historical foundations of art criticism in Art Education including addresses issues of concern in higher education. The second literature content area served to explicate the design focus and outlined the method of content analysis. The third section reviewed the formation of an appropriate analytical construct central to the design of the content analysis. The design of this research was based on content analysis as described by Krippendorff and Carney. An analytical construct of the characteristics of formalism was used to analyze and explicate thirteen articles of approaches to art criticism in Art Education that explore the target question of identifying the changes in Art Education's criticism in the past twelve years. Contingency tables were developed to identify art criticism approaches that were formalistic and art criticism that was different from formalism. At the most general level, it was found that there were three and one-half articles (Unit Number 6 being divided into 6A and 6B) that conformed to the principles of formalism criticism and nine and one-half articles that presented art criticism approaches significantly different from a formalist approach. The art criticism explicated in this research has recognized that art is continuing to evolve in directions that are considerably diversified, producing criticism that is diversified including the background and interest of its writers. These changing critical approaches signal significant paradigm shifts away from formalist art criticism and can be corroborated by considering selected literature from other disciplines. Implications for pedagogical changes and curriculum interest were explored and recommendations made. Art educators and adult students need to be made aware of the paradigm shifts that are occurring and the need for a variety of models that address art criticism.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798208076712Subjects--Topical Terms:

1179362
Art education.
Index Terms--Genre/Form:

554714
Electronic books.

Art criticism in art education : = A content analysis of twelve years (1980-1992) of art criticism in "The Journal of Studies in Art Education".
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520 $a The proliferation of art criticism approaches in Art Education during the last decade has caused many art educators and students to wonder how best to understand these critical methods while also making aesthetic and historical backgrounds meaningful and intrpretation possible. The purpose of this study was to identify and analyze criticism approaches in art education that have emerged in the past twelve years. A selection of proposed approaches to art criticism that were published that were published in The Journal of Studies in Art Education from 1980-1992 were the focus of a theoretical content analysis. The literature review was presented in three parts. the first phase of the review dealt with the historical foundations of art criticism in Art Education including addresses issues of concern in higher education. The second literature content area served to explicate the design focus and outlined the method of content analysis. The third section reviewed the formation of an appropriate analytical construct central to the design of the content analysis. The design of this research was based on content analysis as described by Krippendorff and Carney. An analytical construct of the characteristics of formalism was used to analyze and explicate thirteen articles of approaches to art criticism in Art Education that explore the target question of identifying the changes in Art Education's criticism in the past twelve years. Contingency tables were developed to identify art criticism approaches that were formalistic and art criticism that was different from formalism. At the most general level, it was found that there were three and one-half articles (Unit Number 6 being divided into 6A and 6B) that conformed to the principles of formalism criticism and nine and one-half articles that presented art criticism approaches significantly different from a formalist approach. The art criticism explicated in this research has recognized that art is continuing to evolve in directions that are considerably diversified, producing criticism that is diversified including the background and interest of its writers. These changing critical approaches signal significant paradigm shifts away from formalist art criticism and can be corroborated by considering selected literature from other disciplines. Implications for pedagogical changes and curriculum interest were explored and recommendations made. Art educators and adult students need to be made aware of the paradigm shifts that are occurring and the need for a variety of models that address art criticism.
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