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.
Previous studies have focused on the differences in the art appreciation process between individuals, and indicated that novice viewers of artworks, in comparison to experts, rarely consider the creation process of the artwork or how this may relate to style. However, behavioral changes in individuals after educational interventions have not been examined. Art education researchers claim that technical knowledge and creation experiences help novice viewers to pay attention to technical features of artwork. Therefore, an artistic photo creation course was designed and conducted to help students acquire techniques and procedural knowledge of photo creation. The present study verified whether students' viewing strategies during appreciation of photographs changed after the course. Twenty-one students participated in two sessions, viewing the same 12 photographs before and after the course. Based on the analysis of recorded eye movements, the results indicated that the students' perceptual exploration became more active with photographs containing recognizable subjects (i.e., humans and objects), and their global saccades increased when they viewed classic photography, one of the categories of photography covered in the course. Interview data after the course indicated that students became aware of the technical effects in photographs. These results suggest that students' viewing strategies may change following a course, as assessed by behavioral measures of eye movements. Further examination is needed to validate this approach to educational effect measurement.
Professional and amateur artists seek inspiration from viewing the works of others to enhance their creativity. This paper focuses on inspiration for artistic creation through art viewing by reviewing psychology studies on what types of artwork promote individuals’ inspiration for creation (inspiring artwork) and how they experience inspiration through their art appreciation (the appreciation process). In particular, we claim that a dual focus—that is a focus on both evaluating the artworks of others and reflecting on one's own art making—is a core mechanism for inspiration. Further, we present a theoretical framework to explain the types of creative outcomes expected in line with such a dual focus.
Through art appreciation, viewers are sometimes inspired to express or implement creative ideas. Such an experience is thought to be important for art learning. In this study, we conducted a questionnaire to examine how art appreciation promotes creative inspiration in non-experts. We hypothesized that: (a) individual experience with art-related activities and self-evaluation of artistic expression affect creative inspiration, mediated by the method of appreciation of artworks; and (b) the type of artworks affects creative inspiration, mediated by the method of appreciation of artworks. The participants were 373 adults, who were not art professionals (179 women, age: M = 45.02, SD = 13.45, range: 20-69 years). The data were analyzed using structured equation modeling for the two hypotheses. The two hypotheses were mostly supported, suggesting that self-evaluation of artistic expression and the type of artworks (especially classical works of art) influence creative inspiration, mediated by the method of appreciation of artworks. However, experience with art-related activities has no significant direct effect on the inspiration to create something.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.