A Description of Children's Verbal Responses to Works of Art in Selected Grades One Through Twelve

Moore, Barry E.

doi:10.2307/1320189

Cited by 7 publications

(5 citation statements)

References 7 publications

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“…We identified eight types of inferences or interpretations, relating to internal states of agents (e.g., emotions or goals), external states of agents (e.g., occupation or social status), object or agent relations (e.g., ownership, relationships between agents), actions or events (e.g., what an agent is doing), context (e.g., the sociohistorical context), text features (i.e., the relation between the title and the painting), visual elements (e.g., interpreting the meaning of a color), and symbolism (e.g., the symbolic nature of an agent). The finding that participants made inferences and interpretations about the paintings is in line with previous literature on painting comprehension processes (e.g., Benton, 1992;Bruder & Ucok, 2000;Franklin, Becklin, & Doyle, 1993;Ishisaka & Takahashi, 2006;Koroscik, Short, Stavropoulos, & Fortin, 1992;Moore, 1973;Schmidt, McLaughlin, & Leighten, 1989;Stout, 1995).…”

Section: Evaluating and Respondingsupporting

confidence: 89%

“…For instance, Franklin, Becklin, and Doyle (1993) and Moore (1973) identified associating depictions in the paintings to prior knowledge as a painting comprehension process but used different terms to describe it (scene elaboration and association, respectively). Additionally, there were several qualitative studies in the pool that alluded to but did not expressly identify painting comprehension processes.…”

Section: Painting Comprehension Processesmentioning

confidence: 99%

“…In the first, Moore (1973) interviewed 100 first-through twelfth-grade students from a town in Illinois using three prompts: "Tell me what you see in this painting," "Tell me if you see anything in the painting other than objects," and "Tell me which one you like best. Why?"…”

Section: Painting Comprehension Processesmentioning

confidence: 99%

See 2 more Smart Citations

“Reading” Paintings: Evidence for Trans-Symbolic and Symbol-Specific Comprehension Processes

Loughlin

Grossnickle

Dinsmore

et al. 2015

Cognition and Instruction

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Section: Evaluating and Respondingsupporting

confidence: 89%

Section: Painting Comprehension Processesmentioning

confidence: 99%

See 1 more Smart Citation

“Reading” Paintings: Evidence for Trans-Symbolic and Symbol-Specific Comprehension Processes

Loughlin

Grossnickle

Dinsmore

et al. 2015

Cognition and Instruction

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“…According to Moore (1973), it would appear that very young children give the ''most objective'' arguments in their appreciation of works of art, even more particularly where paintings are concerned, whereas older children put forward more subjective arguments, such as the emotions they feel when presented with an object.…”

Section: Aesthetic Judgment and Stages Of Developmentmentioning

confidence: 99%

How do children develop their aesthetic sensibility?

Ezan

Lagier²

2009

Young Consumers

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International audiencePurpose – The objective of this research is to understand how children develop their aesthetic sensibility. This question will be examined using modern art pictures and logos. Design/methodology/approach – The study refers to a qualitative method based on interviews with children aged 7 to 12. A total of 24 children were questioned. In order to reinforce the corpus, the authors tried to even out the proportion of girls and boys and to vary their social origins. The study was conducted during the summer of 2007 in three activity centers situated in the west of France. Findings – The paper indicates clearly a strong aesthetic sensibility in children. Visual beauty is the first criterion used for ranking in the scale of preference. The research also brings to light three individual characteristics that can be taken into account to understand how children develop their aesthetic judgment: involvement, age, and gender. Research limitations/implications – The study confirms the need to combine the methods of gathering data when dealing with children. The interviews raised a number of interesting points. However, an obstacle presented itself in the shape of the silence of a few children who were apparently troubled by the difficulty of the questions they were asked or by their lack of verbal skills to formulate their preferences clearly. Practical implications – Concerning the managerial aspect, the three individual characteristics of a child aesthetic sensibility (involvement, age, and sex) could bring important indications to manufacturers who trade on the markets for children. Originality/value – Regarding the academic aspect, it is the first research that deals with the influence of aesthetic judgment of a child on the choice of products

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“…Montignaux (2002) a indiqué, de son côté, que la forme et la couleur du packaging pouvaient conduire à une certaine appréciation esthétique des enfants et à un positionnement clair de leur part vis-à-vis de la marque présentée. Dans ce contexte, l'âge (Piaget et Inhalder, 2012 ;Moore, 1973 ;Parsons, 1982), le milieu culturel (Machotka, 1963), le genre et l'implication (Ezan et Lagier, 2009) constituent des caractéristiques importantes dans le choix et les préférences esthétiques développées. Il a été également démontré que certaines couleurs sont associées chez l'enfant à des odeurs (Bellizzi et al, 1983).…”

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J’aime mon musée : la perception esthétique des enfants et leur rapport à l’art

Lagier¹,

Barnier²,

Ayadi³

2015

Management &Amp; Avenir

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Cet article analyse les perceptions et les attitudes des enfants vis-àvis des musées afin de mieux comprendre leurs attentes. L'objectif de cet article est de comprendre la manière dont les enfants perçoivent la dimension esthétique des musées. Des études qualitatives menées auprès d'enfants âgés de 7 à 12 ans (entretiens semi-directifs) ont permis d'appréhender les différentes approches de ces lieux culturels. Les résultats permettent d'identifier des perceptions et attitudes différenciées selon le degré de familiarité avec ce type de lieu. Les recommandations s'articulent autour d'un axe majeur : développer les aspects ludiques, expérientiels et sensoriels des musées afin que les enfants se sentent acteurs et parties prenantes de cet univers.

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A Description of Children's Verbal Responses to Works of Art in Selected Grades One Through Twelve

Cited by 7 publications

References 7 publications

“Reading” Paintings: Evidence for Trans-Symbolic and Symbol-Specific Comprehension Processes

“Reading” Paintings: Evidence for Trans-Symbolic and Symbol-Specific Comprehension Processes

How do children develop their aesthetic sensibility?

J’aime mon musée : la perception esthétique des enfants et leur rapport à l’art

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