Experience with interactive multimedia art guides

Barbieri, Giuseppe; Celentano, Augusto; Finocchi, Valeria; Maurizio, Marek; Orsini, Renzo; Pittarello, Fabio

doi:10.1145/1842993.1843074

Cited by 2 publications

(2 citation statements)

References 1 publication

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“…These findings may have practical implications for galleries and the teaching of art. In the first instance, while the information labels commonly found in galleries likely improve knowledge of artworks and, thus, facilitate aesthetic appreciation, new and alternative forms of multimedia guides (e.g., audiovisual or personalized guides) will need to strike the right balance between content and presentation, as well as different methods of presenting content for different art styles (Barbieri, Celentano, Orsini, & Pittarello, 2009). In a similar vein, the use of contextualizing information within pedagogical contexts may help to reduce misunderstandings and help students elaborate on the meaning of artworks (Koroscik, Short, Stavropoulos, & Fortin, 1992).…”

Section: Discussionmentioning

confidence: 99%

Context matters: Investigating the impact of contextual information on aesthetic appreciation of paintings by Max Ernst and Pablo Picasso.

Swami

2013

Psychology of Aesthetics, Creativity, and the Arts

144

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A small body of work has suggested that understanding and appreciation of artworks are affected by the presentation of concurrent contextualizing information, such as titular and descriptive information. The present studies examined the effects of different types of information and different art styles on understanding and aesthetic appreciation. Study 1 showed that elaborate, content-specific information had the greatest impact on both understanding and aesthetic appreciation of abstract paintings by Max Emst, relative to broad genre infomiation, titular information, or no contextualizing infomiation. Study 2 showed that the provision of content-speciflc information resulted in greater understanding and appreciation of abstract artworks by Pablo Picasso, but not representational paintings by the same artist. Study 3 showed that, compared with relevant information, the presentation of nonrelevant, contentrelated information about artworks did not result in improved understanding and appreciation. In each of the three studies, appraised ability to understand artworks fully mediated the relationship between information presentation and aesthetic appreciation. These results are consistent with a psycho-historical framework, which proposes that studies of aesthetic appreciation must take into account the impact of the art-historical context.

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Section: Discussionmentioning

confidence: 99%

Context matters: Investigating the impact of contextual information on aesthetic appreciation of paintings by Max Ernst and Pablo Picasso.

Swami

2013

Psychology of Aesthetics, Creativity, and the Arts

144

View full text Add to dashboard Cite

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“…While the level of art knowledge is important, the sensory modalities used to deliver art-related information (e.g., visual, audio, or textual written information) also plays a critical role in guiding learning, understanding and aesthetic experience (Barbieri et al, 2009;Szubielska et al, 2018;Temme, 1992). Research from museum practices suggests that in general, visitors enjoy using both audio-visual guided tours and visual-textual information presented with each artwork.…”

Section: Introductionmentioning

confidence: 99%

Art Knowledge Training Shapes Understanding, Inspires Creativity and Stimulates Thinking

Bara,

Ramsey,

Cross

2024

Preprint

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According to aesthetic cognitivism theory, art represents a source of knowledge that promotes understanding, creativity and thinking. However, it remains unclear exactly what kind of art knowledge shapes understanding and thinking. Given the important role played by the arts in acquiring knowledge and facilitating learning and understanding of human culture, this study aimed to shed light on the transformative power of knowledge acquired through art training. Via a pre-registered study, we investigated the extent to which understanding, creative inspiration, thinking, and intellectual challenge judgements are impacted by distinct types of art knowledge training (e.g., in-depth training, brief training or no training), and the extent to which each kind of training generalises to new contexts. Using a training intervention paradigm and a multi-level Bayesian modelling approach, we found that participants (N ~50 per training group) assigned higher ratings of understanding, creativity, and thinking judgements for trained rather than for untrained artworks as a function of art training type. Particularly, in-depth art knowledge training involving visual and auditory descriptions of artworks rather than no training led to greater ratings. The effects of training generalised to unseen artworks produced by the same artist but not to different artists. Compared to the no training group, these effects were most robust for in-depth than brief art training group. These findings suggest that art knowledge training promotes art understanding, creative ideas and thinking, and generalises to new settings that involve a similar artistic style. This work shines a light on the training modality and required duration of art training to shape learning and guide the generalisation effects to novel contexts.

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Experience with interactive multimedia art guides

Cited by 2 publications

References 1 publication

Context matters: Investigating the impact of contextual information on aesthetic appreciation of paintings by Max Ernst and Pablo Picasso.

Context matters: Investigating the impact of contextual information on aesthetic appreciation of paintings by Max Ernst and Pablo Picasso.

Art Knowledge Training Shapes Understanding, Inspires Creativity and Stimulates Thinking

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