Effect of dialogical appreciation based on visual thinking strategies on art-viewing strategies.
Effect of dialogical appreciation based on visual thinking strategies on art-viewing strategies.
复制标题
基于视觉思维策略的对话欣赏对艺术观看策略的影响。
DOI：
10.1037/aca0000258
复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
E.
中科院分区：
文献类型：
--
作者：
Ishiguro;C.;Takagishi;H.;Sato;Y.;Seow;A. W.;Takahashi;A.;Abe;Y.;Hayashi;T.;Kakizaki;H.;Uno;K.;Okada;H.;Kato;E.
本研究探讨艺术观赏教育介入如何影响学生的艺术观赏行为及对艺术作品的评价。我们专注于视觉思维策略（VTS），在学校和博物馆实施的典型干预，并通过将其与另一种常见的干预进行比较来检查其教育效果：艺术史讲座。为了进行这项实验，我们招募了一批本科生，然后将他们分配到VTS条件或讲座条件。参与者在接受教育干预之前和之后观看了10幅特定的艺术作品，并测量和对比了他们的眼球运动和对每张图片的评价。结果表明，被分配到VTS条件的参与者增加了他们观看艺术品的时间，而讲座干预对任何测量都没有明显的影响。参与者对艺术品的可接受性不受任何干预的影响。这些发现揭示了在艺术教育中使用VTS对艺术观看影响的新方面。（PsycInfo数据库记录（c）2021阿帕，保留所有权利）
This study examines how educational interventions involving art viewing affect students’ art-viewing behaviors and their evaluations of artworks. We focused on Visual Thinking Strategies (VTS), a typical intervention implemented in schools and museums, and examined its educational effect by comparing it to another common intervention: lectures on art history. To conduct this experiment, we recruited a sample of undergraduate students who were then assigned to a VTS condition or a lecture condition. The participants viewed 10 specific artworks both before and after receiving the educational intervention, and their eye movements and evaluations of each picture were measured and contrasted. The results showed that the participants who were assigned to the VTS condition increased the amount of time they spent viewing the artworks, whereas the lecture interventions had no observable effect on any measurement. The participants’ favorability toward the artworks was not affected by either intervention. These findings reveal a new aspect of the effects of employing VTS in art education regarding art viewing.(PsycInfo Database Record (c) 2021 APA, all rights reserved)