Download Art and Cognition: Integrating the Visual Arts in the by Arthur D. Efland PDF

By Arthur D. Efland

An exam of the cognitive implications of schooling within the arts to determine how, or even if, members can advance their powers of inspiration extra absolutely via widening their knowing of the humanities. the writer discusses 3 difficulties which may impact the prestige of arts in the school room.

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Additional resources for Art and Cognition: Integrating the Visual Arts in the Curriculum

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He tended to ascribe a lesser importance to subjects like the arts that tend to involve affect. Indeed, he saw the capacity to separate emotion from intellect as a necessary step in the progress of the mind as it moves toward logical-scientific thinking. Subjects that make use of what Piaget called formal operations were thought to require a higher stage of mental development. Hence, the use of the imagination in art making, or the creation of metaphor in poetry, or storytelling, are ranked as lesser attainments.

Dogs bark but don’t climb trees, whereas cats don’t bark but climb trees. In time the child differentiates schemata by developing a mental structure for cats and another for dogs. Thus, the original schema was modified to accommodate different classes of stimuli based on similar groups of characteristics. This describes the process of accommodation, which is defined as “the creation of new schemata or the modification of old schemata” (Wadsworth, 1971, p. 16). 26 ART AND COGNITION Once accommodation has taken place and new schemata are formed, the child might try to assimilate stimuli into the new structure.

40 ART AND COGNITION The knowledge of art available to novice artists does not come from nature but from the social world of art itself. Moreover, the artist is a member of a culture and works within the artistic conventions of that culture. The novice does not have to reinvent the paintbrush, but is able to acquire the cultural knowledge and understandings relevant to his or her situation. What Vygotsky has suggested is that the learner acquires complex cognitive structures situated in the culture, through interaction with knowledgeable adults or peers, enabling him or her to understand or do things that he or she could not understand or do without this assistance.

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