Discovering a Gap: A Comparison of Personal and Educational Aesthetic Preferences of Students and Teachers

Éducation artistique à la formation à l’enseignement : autoévaluation de l’apprentissage réalisé lors d’une visite au Musée des beaux-arts du Canada

“…Sans nier l'apport de la conception développementale d'une telle démarche Parsons, 1987;Parsons et Blocker, 1993) ou de la logique qui peut la sous-tendre (Smith, 1966(Smith, , 1968, nous avons choisi d'explorer une démarche qui permette à l'étudiante ou à l'étudiant de rechercher et d'exprimer un sens personnel vis-à-vis d'une oeuvre d'art et qui fasse appel à son imagination Weltzl-Fairchild, 1990). Tout en permettant de poursuivre l'interrogation relative au sens de l'art à l'école (Gouvernement du Québec, 1996Québec, , 1997Québec, a, 1997b; Ministère de l'Éducation et de la Formation de l'Ontario, 1995; Ministère de l'Éducation du Québec, 1996) et de l'expérience esthétique (Arnheim, 1996;Csikszentmihalyi et Robinson, 1990;Danto, 1996;Duncum, 1997;Jeffers, 1997;Lachapelle, 1991Lachapelle, , 1992Miller, 1993;Oison, 1997;Onians, 1994;Weltzl-Fairchild, 1995), ce choix correspond à notre visée de découverte et de rencontre avec l'art. Il ouvre aussi des possibilités de dialogues sur des perceptions non au détriment de recherche d'informations, mais dans une perspective d'inciter la curiosité du savoir.…”

Exploring the Development of Cultural and Art Consciousness in Istanbul: A Study of Interior Design Students

“…Cultural and art consciousness is a multidimensional construct that has been investigated by researchers who consider socioeconomic factors and education to be its main determinants. In survey‐based studies conducted to establish the basis of aesthetic preferences, subjects have been selected for similar socioeconomic status (Taylor & Helmstadter, 1971) or different socioeconomic status (Bourdieu, 2007; Gans, 1999) and, in general, have been compared on education level (Devlin & Nasar, 1989; Gifford, Hine, Muller‐Clemm, Reynolds, & Shaw, 2000; Groat, 1982; Jeffers, 1997; Mann, 1979; Wilson, 1996). However, the characteristics of a person (i.e., age, job, economic power, lifestyle), psychology (i.e., perceptions and motivations, beliefs, attitudes), and exposure to marketing strategies (advertising, trends/fashion, etc.)…”

“…In previous studies (Devlin & Nasar, 1989; Gifford et al, 2000; Groat, 1982; Jeffers, 1997; Mann, 1979; Wilson, 1996), different forms like modern–postmodern and modern–vernacular types were used to elicit the differences between individuals receiving architecture education and those having no such education. This study determines the differences in preferences between culture/arts course‐takers and nontakers regarding antique, modern, and postmodern products.…”

“…Gans (1999), Mann (1979), and Wenchun and Kazuhiro (2002) state that there is a relationship between cultural differences and aesthetic taste preferences. Others maintain taste may be more malleable with experience and education (Jeffers, 1997; Schirrmacher, 1988; Taylor & Helmstadtler, 1971). However, what is really complicated is the variety of exogenous factors that may shape cultural and art consciousness, such as society, economic status, individual and social characteristics, education as well as exposure to media, and participation in cultural activities (Table 1).…”

“…Jeffers (1997) also studied the aesthetic preferences of different age groups who were educated and also those who were still in school. In her study, she used 6th grade pupils, high school students (from a high school of the arts and a high school serving a local community) and adults (graduate students without art background and interning elementary teachers and graduate students of art or art education).…”