Investigating Cognitive Processes within a Practical Art Context: A Phenomenological Case Study Focusing on Three Adolescents

Abstract

A phenomenological approach was employed in order to record and present the lived experiences of three students during a five-hour artmaking activity. Theoretical definitions of cognitive processes pertinent to art and design were compared with the descriptions gathered from the students. The research was intended to portray as accurately as possible individuals' experiences in order to ascertain whether there is a possibility for soundly ascribing cognitive functions to art-making processes. The descriptions of students' thought processes reveal the ways with which the selected students approach learning and also offer insights into the possible links between cognition and artmaking. The findings of the study suggest that intuitive and perceptive processes are utilised by the chosen participants in a variety of ways. The consideration of the ordering of visual elements is a process that all participants describe within their art making. The students' visual judgements appear to be a direct response to the art-work being made.

High School teachers' Experiences in classroom Ecology of Language Teaching: A Study from the Phenomenological Perspective

“…For a noble purpose, all the participants were pseudonyms: Him, Vim, and Nim. In essence, engaging the teachers who could provide detailed descriptions of the experiences they had undertaken was more beneficial for the study, from which their descriptions were purposely non-generalizable than recruiting participants randomly (Hickman & Kiss, 2013). Therefore, I could acquire in-depth information specifically from those who were in a position to give it (Cohen, Manion, & Morisson, 2007).…”

“…School teachers' Experiences in classroom Ecology of Language Teaching: A Study from the Phenomenological Perspective encouraged the teachers to recall their experiences with classroom ecology and practices chronologically, so that they could provide as much about the experiences as possible (Hickman & Kiss, 2013.Each interview took place for 20-35 minutes and was recorded using a voice recorder. Then, the recorded information of the interview was transcribed and analyzed.…”

Cognition in art education

“…In research where cognition is explored with trainee art teachers (Hickman & Kiss, 2013;Heaton, 2018b), individuals feel better equipped to see cognate learning connections and the value and contribution of their subject. Such studies, which consider a bottom-up impetus, where learner voice and actions are listened to and mobilised, could help reinstate the value and study of cognition in art education by equipping future teachers with subject-specific knowledge about cognition.…”

Tacit Knowledge in Painting: From Studio to Classroom

“…rather than ways of conceptualising the product of the experience'. Articulating the types of knowledge used in the art making process can lead to stronger pedagogical structures and can enhance assessment of learning at all levels (Hickman & Kiss 2013;Whelan et al 2017;van Kampen 2019).…”