Art-based course evaluation could serve as a rich source of information about how a course has affected the educational journey of students and achieved its goals. This study used art to evaluate an allday seminar for graduate students on research methods, to explore students' feelings about research concepts, and to foster understanding of those concepts in a holistic and relevant way. At the seminar's beginning and end, participants made art that expressed their feelings about research, wrote down word associations about research, and rated their desire to do research. At the end, they analyzed their own and the group's artwork. Comparisons of the artwork and other measures suggested that the seminar was able to reduce most participants' anxiety about research without a loss of creativity and energy. Artmaking in the context of research education was thus supported by the study.
Susanne K. Langer's philosophy synthesizes art and biology, mind and body. She believed that in a special sense the arts are a language of emotion that cognitively expresses the artist's knowledge of human feeling. Works of art are symbols of the psychophysiological activities by which feeling arises, develops, and subsides. An art symbol is a dynamic whole forming a virtual domain organized by the elements that compose it. These objectively specifiable elements behave not so much like things but like biological acts with mutual patterns of influence. If art therapists look at their clients' artwork and their interactions with them in terms of acts, they will speak a language that suits the artwork itself and that enables art therapy to share common ground with science.
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