A study comparing two methods of developing art appreciation with college students.

Abstract

Educators of today are becoming increasingly aware of a situation which exists in the average community, a situation which deals with the good taste or judgment-or lack of it-of the average individual. It is a situation which is legitimate property of the public schools; if education is to prepare one to live the best life possible for the individual, it must make one acquainted with knowledge of what is the best and how to choose the best from the great array of forms that confront one.Knowledge of good art forms is one of the most important knowledges needed, since the individual is constantly surrounded by objects and is meeting and selecting new ones. This knowledge is so important, not only because the individual is happier and better with beautiful surroundings, but because he must himself do the choosing of the beautiful and the rejecting of the poorer products. Each individual is a potential consumer of art, but comparatively few become producers of art. Even should it be possible for each person always to have the best supplied to him, he would not enjoy himself and his life so much as if he made his own selections and knew why he did so. Enjoyment is keener for knowing that which is enjoyable.But can appreciation of art be taught? What seem to be the determining factors in developing it? If it can be taught, the public schools are the logical places for it to be done. They are equipped to supply the necessary knowledge; the methods of disseminating information and developing attitudes are theirs, and the number of people that can be benefitted is larger through the schools than any other channel. It is no wonder that the educators are concerned over the situation. RELATED STUDIESExamining the studies carried out by interested individuals, and their conclusions relative to the nature of art appreciation and its development, varying attitudes are found.

Tests and Measurements

“…He found that college students performed slightly but significantly better in identifying correct reasons for views with which they agreed than for those with which they disagreed. Bottorf (15) developed a test of art appreciation stressing art in everyday experience. Students were required to express preference for various objects.…”