Art Attitude: Conceptualization and Implication

Morris, Jerry W.; Stuckhardt, Michael H.

doi:10.2307/1319856

Cited by 4 publications

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“…Because they recognize the importance of social context and interaction, the characteristics of attitudes identified above are congruent with social theories of personality formation such as those associated with Vygotsky, Leontyev, and Bourdieu (Burkitt, 1991;Morris & Stuckhardt, 1977). Ian Burkitt sums up the essence of these theories and the connection to attitude formation when he states that "adults are the conductors of the socio-historical world through which the child forms its own self" (Burkitt, 1991, p. 137).…”

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confidence: 82%

“…The third characteristic of attitudes is that they have specific social referents; they reflect the social context in which they are acquired (Morris & Stuckhardt, 1977). They are acquired through socially mediated contacts with the attitudinal referent.…”

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confidence: 99%

“…They are acquired through socially mediated contacts with the attitudinal referent. The social mediators for an individual's contact with the world are often family members, teachers, or peers (Morris & Stuckhardt, 1977). Keeping in mind that the social mediator for an art experience comes to the interactive encounter with a particular background and socially influenced position, one can see how social mediation might alter the experience of viewing…”

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confidence: 99%

“…Ian Burkitt sums up the essence of these theories and the connection to attitude formation when he states that "adults are the conductors of the socio-historical world through which the child forms its own self" (Burkitt, 1991, p. 137). Knowledge is handed down to us; it is socially derived through contact with domains of experience that are most often mediated by others: peers, teachers, parents, or other adults (Morris & Stuckhardt, 1977;Zurmuehlen, 1979). For this reason it was important in the present study to examine a variety of social contexts for experiences that were related to attitude toward art education.…”

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confidence: 99%

“…Educative experiences are those that stimulate interest, encouraging and allowing for further growth and expansion within a domain. They promote the formulation of positive attitudes (Dewey, 1938(Dewey, /1959Morris & Stuckhardt, 1977). What follows is a quote from a respondent who described a particular art experience he felt had a significant positive impact on his attitude toward art education:…”

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confidence: 99%

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Theoretical Issues for a Study of Missouri Public School Principals: Art Experiences and Attitudes Toward Art Education

Luehrman¹

1999

Marilyn Zurmuehlen Working Papers in Art Education

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In Experience and Education, John Dewey wrote, "every experience affects for better or worse the attitudes which help decide the quality of further experiences, by setting up certain preference and aversion, and making it easier or harder to act for this or that end" (Dewey, 1938/1959, p. 29-30). This statement All Rights Reserved summarizes the theoretical foundation for the present study. Arthur Efland, in effect applying Dewey's idea directly to art education, wrote, "What people believe about art and its value is likely to affect whether it is taught or not" (Efland, 1995, p. 26). The school principal is a key player in regard to the issue of how art education is delivered. According to Brent Wilson's findings in The Quiet Evolution (Wilson, 1997), art teachers and classroom teachers who attempt to establish comprehensive art programs without the support of the building administrator are not likely to succeed. Because of their responsibilities for the allocation of class time, funds and facilities, it is valuable to know how principals view art education and how their attitudes toward art education may have been formed. Copyright  For the present study, a questionnaire was sent to a representative sample of elementary, middle school/junior high, and high school principals in the state of Missouri. This instrument asked them to provide information about their art experiences in a variety of social contexts: during their own schooling, during their youth in the home and with family, with peers, with professional colleagues, All Rights Reserved and during adult leisure time. Seventy-nine percent (233) of the questionnaires were returned, and the data is in the process of being analyzed at this time. In addition, follow-up interviews were conducted with 6 selected volunteers in order to provide a thicker description of the phenomena. Three foundational concepts guided this study: the nature of attitude and attitude toward art, Dewey's conception of experience, and the concept of crystallizing experience. Attitude and Art The General Characteristics of Attitude Morris and Stuckhardt (1977) identified six generally agreed upon characteristics of attitude in their review of research on the subject. First, attitudes are affective evaluative concepts giving rise to motivated behavior; our attitudes affect what we say and do. Second, attitudes are learned, not innate, and therefore can be taught or altered. Direct contacts or experiences with the

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confidence: 82%

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confidence: 99%

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confidence: 99%

Section: All Rights Reservedmentioning

confidence: 99%

Section: All Rights Reservedmentioning

confidence: 99%

See 3 more Smart Citations

Theoretical Issues for a Study of Missouri Public School Principals: Art Experiences and Attitudes Toward Art Education

Luehrman¹

1999

Marilyn Zurmuehlen Working Papers in Art Education

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Ethnic Differences in Students’ Attitudes to the Arts: Providing Validity Evidence to Make Comparisons

Asil¹,

Gilmore

Yilmaz³

2020

EUROPEAN J ED RES

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<p style="text-align: justify;">Previous research suggests that non-cognitive factors play an important role in promoting success at school and beyond, aligning with the multifaceted goals of education. Enhancing students’ attitudes to learning in school is expected to have positive impacts on various schooling outcomes. To date, very few studies have focused on measuring and understanding students’ attitude to the arts. This study aims to address a gap in current research in this area by introducing instruments designed to measure attitude to dance, drama, music and visual arts. Confirmatory factor analysis and measurement invariance analyses are employed to examine the factorial validity and measurement equivalence of the scales of attitude to the arts disciplines for different ethnic groups in New Zealand. Findings support the utility of the scales as valid measures of attitude to dance, drama, music and visual arts. Noticeable differences are reported among New Zealand European, Maori, Pasifika and Asian students regarding their attitudes to dance, drama, music and visual arts.</p>

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Examining Secondary School Students’ Attitudes Towards Visual Arts Course

Güneş¹

2015

JCER

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Art education is thought to be quite an important factor in helping students find their own selves. Guiding students to help them determine their skills at an early age and to take education in the fields appropriate to their skills is the key to children's success in their professional lives. The purpose of this study was to determine secondary school students' attitudes towards Visual Arts Education. In order to collect the research data, "Attitude Scale towards the Course of Art and Drawing on the Basis of Multi-Field Art Education Method" developed by Orhun (2003) was used. The data were analyzed with the package software of SPSS 18. The participants in the study were 350 students from eight secondary schools located in two districts of the city of Diyarbakır. The results revealed that there were significant differences in the students' attitudes towards the Visual Arts Course with respect to their gender, computer use and having family members interested in visual arts. On the other hand, no significant difference was found in relation to the students' ages, their parents' educational backgrounds or use of the Internet for the Visual Arts Course.

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Art Attitude: Conceptualization and Implication

Cited by 4 publications

References 0 publications

Theoretical Issues for a Study of Missouri Public School Principals: Art Experiences and Attitudes Toward Art Education

Theoretical Issues for a Study of Missouri Public School Principals: Art Experiences and Attitudes Toward Art Education

Ethnic Differences in Students’ Attitudes to the Arts: Providing Validity Evidence to Make Comparisons

Examining Secondary School Students’ Attitudes Towards Visual Arts Course

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