The Relationship of Cognitive Style of Young Children and Their Modes of Responding to Paintings

Douglas, Nancy J.; Schwartz, Julia B.; Taylor, Jane H. M.

doi:10.2307/1320069

Cited by 8 publications

(3 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The child was first asked to describe the image and identify whether s/he liked it, what the child felt about it and why. The aim of these questions was to provoke critical thinking and engage participants with the image (Cole and Schaefer, 1990; Danko-McGhee, 2006; Douglas et al , 1981). Then, the interview questions focussed on the visual literacy elements that children most likely already knew (color, shape, line), as well as the more difficult and probably unknown concepts of perspective and salience (Dow, 1913; Beatty, 2013; O’Neil, 2011; Alper, 1996; Callow, 2008).…”

Section: Methodsmentioning

confidence: 99%

Not just a pretty picture: visual literacy education through art for young children

Lopatovska

Hatoum

Waterstraut

et al. 2016

View full text Add to dashboard Cite

Purpose The purpose of this paper is to understand young children’s knowledge of visual literacy elements as well as their ability to comprehend newly introduced visual literacy concepts. The study also examined existing support for visual literacy programs from parents and educators. Design/methodology/approach The study explored the knowledge of basic visual literacy elements of young children enrolled in two private schools in the New York City metropolitan area. The authors interviewed 17 children, aged four to six years old, about fine art paintings using a semi-structured interview format. Children’s responses were qualitatively analyzed to determine their initial level of visual literacy and their ability to learn and retain the concepts of visual literacy after receiving basic instruction. The children’s educators and parents completed online questionnaires that were quantitatively analyzed to determine their level of support for visual literacy programs. Findings The findings show that young children exhibited extensive knowledge of simple visual literacy elements (color, shape, line), and limited understanding of more abstract elements (perspective and salience). Children’s knowledge of visual elements improved after instruction. Parents and educators expressed support for incorporating visual literacy instruction in early childhood education. Research limitations/implications The study relied on a sample of children and adults drawn from two private schools. The sample’s demographics might have affected study findings. More studies are needed using a larger and more diverse sample. Practical implications The study suggests that young children are ready to receive instruction on visual literacy elements using art images. Children reacted positively to the images and were engaged in the discussions about them, supporting the use of fine art paintings as an instrument to introduce visual literacy concepts to young children. Survey of children’s parents and teachers indicated strong interest in, and support for such programs. Social implications With the increase of visual information production and consumption, it is important to introduce visual literacy early in life. The study advances research in methods for developing visual literacy instruction for young children. Originality/value There are no previously reported studies that have examined pre-kindergarten children’s knowledge of basic visual literacy elements and reactions to visual literacy instruction.

show abstract

Section: Methodsmentioning

confidence: 99%

Not just a pretty picture: visual literacy education through art for young children

Lopatovska

Hatoum

Waterstraut

et al. 2016

View full text Add to dashboard Cite

show abstract

“…First, the child was asked to describe the image and identify their feelings associated with the image. The aim of these initial questions was to provoke critical thinking and engage children with the artworks (Cole, 1990;Danko-McGhee, 2006;Douglas et al, 1981). Then, a researcher asked a child to identify several visual elements, including color (primary, warm/cold), shape, line, perspective, and salience in the painting.…”

Section: Painter Title Yearmentioning

confidence: 99%

Engaging young children in visual literacy instruction

Lopatovska

2016

Proc. Assoc. Info. Sci. Tech.

View full text Add to dashboard Cite

Visual literacy is a critical skill that enables individuals to navigate the world of visual media. While research shows multiple benefits of introducing visual literacy early in life, there is a scarcity of visual literacy programs for young children. In an effort to advance development of visual literacy programs for children, we explored techniques for engaging young children in visual literacy instruction using artworks. Our paper reports preliminary study findings and recommendations and outlines directions for future work.

show abstract

“…This can be accomplished in parallel with developing children aesthetics and art appreciation by integrating fine art objects into basic visual literacy programs. Whether through face-to-face or virtual game-based programs, young children can learn to connect knowledge of basic colors, shapes and lines to perspective, balance, and other more sophisticated visual literacy concepts that are essential for engagement with visual information in their everyday lives (Williams, 2007; The Task Force on Children's Learning and the Arts, 1998; Douglas, Schwartz & Taylor, 1981;Eckhoff, 2010). Due to the subject matter and unique characteristics of the intended user group, future success for visual literacy programs will depend on shared expertise and collaboration between art specialists, information professionals, educators, and parents.…”

Section: Resultsmentioning

confidence: 99%

Design principles for developing visual literacy applications for pre-K children

Lopatovska¹

iConference 2016 Proceedings

View full text Add to dashboard Cite

In a world where the influence of visual culture is increasing, it becomes critical to develop visual literacy skills early on in life. However, programs designed for pre-kindergarten children are largely lacking. This paper reviews several trends in current visual literacy programs, outlines design principles for visual literacy programs geared toward children, and provides a visual example of using artwork to introduce children to colors, shapes and other basic visual literacy elements.

show abstract

The Relationship of Cognitive Style of Young Children and Their Modes of Responding to Paintings

Cited by 8 publications

References 9 publications

Not just a pretty picture: visual literacy education through art for young children

Not just a pretty picture: visual literacy education through art for young children

Engaging young children in visual literacy instruction

Design principles for developing visual literacy applications for pre-K children

Contact Info

Product

Resources

About