Using Visual Aesthetic Sensitivity Measures in Museum Studies

Myszkowski, Nils

doi:10.3389/fpsyg.2020.00414

Cited by 5 publications

(3 citation statements)

References 28 publications

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“…Human behavioral styles are associated with aesthetic abilities, aesthetic sensitivity, aesthetic judgment and aesthetic preference (Bahrami-Ehsan et al, 2015). Aesthetic sensitivity is a response to aesthetic stimuli that have a harmony of quality in Art (Myszkowski & Zenasni, 2020), while aesthetic preference is a general behavioral and aesthetic tendency of the human psyche that make it attract towards a particular class of artwork and not others (Pugach et al, 2017). Aesthetic judgment is a behavioral response to the nature of aesthetic judgment made by the human to accept or reject the artwork, as well as aesthetic judgment is a mediation between aesthetic sensitivity and aesthetic preference (Juslin, 2013).…”

Section: Introductionmentioning

confidence: 99%

Effects of a Special Art Education Course on Attitudes toward Omani Learners with Special Needs

Al-Yahyai¹,

Al-Zoubi

Bakkar³

et al. 2020

IJHE

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Visual arts are activities that contribute to educating learners with and without special needs. These activities provide an opportunity for learners with special needs (LSN) to freely express their feelings, conflicts, psychological problems, and their artistic creativity. Visual arts are considered as a source of satisfaction, development of the feeling of achievement, and happiness, and a means of activating thinking and learning. In the professional context, art therapy is one of the therapeutic interventions in special education programs. The aim of this research was to explore effects of a Special Art Education (SAE) Course on attitudes toward Omani LSN. Participants of 19 undergraduate students of Art Education Department (AED), Sultan Qaboos University (SQU) were involved in this research. Participants responded to the scale of attitudes towards the LSN before and after studying the SAE course. The scale consisted of 30 items distributed into three domains related to course instructor, course topics, and course teaching methods. The results indicated that these domains contributed to improving participants' attitudes. This improvement was demonstrated by the size effects of the SAE course on participants' attitudes toward Omani LSN.

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Section: Introductionmentioning

confidence: 99%

Effects of a Special Art Education Course on Attitudes toward Omani Learners with Special Needs

Al-Yahyai¹,

Al-Zoubi

Bakkar³

et al. 2020

IJHE

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“…The Visual Aesthetic Sensitivity Test (VAST) was compiled by Götz et al (1979) and revised by Götz (1985). It is widely used to examine visual aesthetic sensitivity (Chan et al, 1980;Eysenck, 1983;Frois and Eysenck, 1995;Myszkowski et al, 2014;Myszkowski and Storme, 2017;Mitrovic et al, 2020;Myszkowski, 2020;Myszkowski and Zenasni, 2020). There are other historical aesthetic sensitivity tests, such as the Maitland Graves Design Judgment Test (Graves, 1948) and the Meier Art Tests (Meier, 1940).…”

Section: Visual Aesthetic Sensitivity Test and Its Revisionmentioning

confidence: 99%

The development of visual aesthetic sensitivity in students in China

Zhang

Du²,

Zhang³

et al. 2023

Front. Psychol.

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To examine the development of visual aesthetic sensitivity in students in China, 2,387 students from age 9 to age 22 (excluding ages 16–17) were tested by the Visual aesthetic Sensitivity Test-Revised. The development of visual aesthetic sensitivity across ages and genders, and the effect of artistic training on students’ visual aesthetic sensitivity were examined. The data of primary school and junior middle school students were collected by paper tests completed collectively in class, while the data of university students were collected by distributing and collecting online. Result suggests that students’ visual aesthetic sensitivity is relatively stable from age 9 to age 12 and increases at age 13. The visual aesthetic sensitivity of girls is significantly better than that of boys at age 15, 19, and 20 years of age. This study also found that artistic training improves students’ visual aesthetic sensitivity.

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“…Currently, there are few individual difference measures that have been, or can be, employed to better understand a visitor's experiences in a museum setting (Myszkowski & Zenasni, 2020). In informal learning settings, experimenters have manipulated the prior knowledge of exhibit facilitators (Eberbach & Crowley, 2017) or accompanying text (e.g., Swami, 2013) to enhance engagement and appreciation.…”

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confidence: 99%

One but Not the Same: Non-Science Art in Science Education

Lee¹,

Price²,

Applebaum³

et al. 2023

Preprint

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This white paper describes outcomes from a conference about using non-science art in science education. Art and science are often combined for entertainment, education (STEAM) and inspirational value. However, in almost all cases the art is science-themed (scientific visualizations, science-inspired art, art about scientific topics, etc.). This conference asks the question “what about art for arts-sake?”. That is, what is the impact of non-scientific art in science education? Can non-science themed art be used to broaden perspectives about science? Can it cue people to think about science more and differently? The conference, held at the Museum of Science and Industry in Chicago with support from the National Science Foundation, assembled artists, art educators, education researchers and scientists to discuss the potential of these topics and ways to study them.

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Using Visual Aesthetic Sensitivity Measures in Museum Studies

Cited by 5 publications

References 28 publications

Effects of a Special Art Education Course on Attitudes toward Omani Learners with Special Needs

Effects of a Special Art Education Course on Attitudes toward Omani Learners with Special Needs

The development of visual aesthetic sensitivity in students in China

One but Not the Same: Non-Science Art in Science Education

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