Creativity, Theory Building and Art Learning

Maras, Karen

doi:10.1163/9789087901332_009

Cited by 1 publication

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“…In a study in which I mapped students’ theories of critical meaning during middle childhood, I found that qualitative shifts occur in children's critical reasoning as they move from naïve to increasingly more autonomous interpretations in artwork meaning with increasing age (Maras ). In this account of aspects of this study I revisit some of the data to explore the role of constraints on children's critical reasoning about artworks by other artists within a developmental trajectory.…”

Section: The Design and Methods Of A Study On Students’ Critical Reasmentioning

confidence: 99%

“…A transcript of each curator's reasoning performance was analysed to identify the extent to which they were able to formulate an integrated judgement of the representational meaning and value of portraits. Two analytical approaches were used to measure levels of integration (Maras ). The first focused on the level of conceptual integration each curator achieved in their management of recursive reasoning processes and twofolded accounts of the representational meaning of portraits.…”

Section: The Design and Methods Of A Study On Students’ Critical Reasmentioning

confidence: 99%

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Mind, Language and Artworks as Real Constraints on Students' Critical Reasoning about Meaning in Art

Maras¹

2017

Int J Art Design Ed

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To engage in discussions of artwork meaning is to engage in critical reasoning, a factor that is central to the interpretation of artworks in the art classroom. While this may appear as a common‐sense claim that reflects the tacit assumptions most art educators have about students' critical dispositions in art, it is also evident that little is known about the deeper structures underlying students’ critical reasoning and how such structures shape students’ interpretations of artworks. Drawing on my research on students’ theories of critical meaning in art, this article explores the nature of practical and theoretical constraints on students’ critical reasoning about the meaning of artworks. I account for how intentional beliefs, language and representational artefacts function as a nexus of real constraints that condition students’ advance into interpretations of the social meaning of art. After briefly outlining the design and methodology of my study, I examine students’ critical reasoning performances during the formative period of development between middle to late childhood. The findings reveal that with increasing age students gradually learn to exercise their own critical intentions and represent inferences that acknowledge the significance of constitutive rules and force of a collective intentionality in the artworld on their interpretations of artworks as artefacts. I then make some conclusions about the relationship of domain‐specific shifts in art understanding, the role of intentionality, representational understanding, beliefs about art and reasoning skills to the linguistic, theoretical and artefactual constraints conditioning students’ intuitive advance into real understandings of art.

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Section: The Design and Methods Of A Study On Students’ Critical Reasmentioning

confidence: 99%

Section: The Design and Methods Of A Study On Students’ Critical Reasmentioning

confidence: 99%

Mind, Language and Artworks as Real Constraints on Students' Critical Reasoning about Meaning in Art

Maras¹

2017

Int J Art Design Ed

View full text Add to dashboard Cite

show abstract

Creativity, Theory Building and Art Learning

Cited by 1 publication

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Mind, Language and Artworks as Real Constraints on Students' Critical Reasoning about Meaning in Art

Mind, Language and Artworks as Real Constraints on Students' Critical Reasoning about Meaning in Art

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