The Inductive Method of Teaching Visual Art Criticism

Clements, Robert D.

doi:10.2307/3331994

Cited by 12 publications

(4 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In particular, SISA was developed utilizing the sequential approach as its foundation, which effectively adapts Bloom's Revised Taxonomy to fit the pedagogical objectives for mastery learning. This instructive method is further supported by the scholarly observations clearly stated by several authors including Prince and Felder (2006), Wankat (2002), Mazher (2002), and Silverstein and Osei-Prempeh (2010) that have worked on successful pedagogical approaches based on the inductive method of teaching (Clements, 1979). Thus, by incorporating Bloom's Revised Taxonomy, the creators of SISA were, in addition to satisfying curriculum needs, attempting to link the technical content of each course on effective pedagogical methodologies to improve students' motivation, retention, and understanding.…”

Section: Pedagogical Theories: Connection Of Sisa To Bloom's Revised mentioning

confidence: 76%

A Systematic and Integrative Sequence Approach (SISA) for mastery learning: Anchoring Bloom's Revised Taxonomy to student learning

Tíjaro-Rojas

Arce‐Trigatti

Cupp

et al. 2016

Education for Chemical Engineers

View full text Add to dashboard Cite

Section: Pedagogical Theories: Connection Of Sisa To Bloom's Revised mentioning

confidence: 76%

A Systematic and Integrative Sequence Approach (SISA) for mastery learning: Anchoring Bloom's Revised Taxonomy to student learning

Tíjaro-Rojas

Arce‐Trigatti

Cupp

et al. 2016

Education for Chemical Engineers

View full text Add to dashboard Cite

“…Art Criticism models have been developed by many philosophers and art experts (Barrett, 2006;Broudy, 1986;Clements, 1979;Feldman, 1994;Hamblen, 1984;Johansen, 1979;Lankford, 1984;Mitler, 1980). One of the most popular is the Feldman Criticism Model, which is simple and contains only four steps: description, formal analysis, interpretation, and judgement.…”

Section: Art Criticism Modelmentioning

confidence: 99%

Taxonomy of Photo Categories

Zahar¹,

Setiawan²,

Anuar³

2021

ijcfh

View full text Add to dashboard Cite

Selecting photographs for teaching photo criticism can be a difficult task. This research aims to construct the taxonomy of photo categories for teaching purposes and teaching guidelines. This research used a questionnaire and a semi-structured interview with 125 participants made up of 39 male and 86 female, 94 Malays, 12 Chinese, 16 Indians and 3 Ibans. All participants exposed to five different photographs: advertising photographs, journalistic photographs, landscapes, and two fine arts photographs. We used three questions as research instruments for 125 participants to judge each photo: What do you see? What does it mean? How do you know? Also, we used Barrett's criticism models to teach, make a rubric, and evaluate the photographs and our research instruments. From our photo teaching experience, combined with this research, students usually started from low taxonomies. They followed through to high taxonomies, or in a sequence from advertising photographs, journalistic photographs, and landscapes (fine art) to modernist photographs and postmodernist photographs (fine art). They did not have difficulty interpreting elements, design principles, and photo techniques, but they did construct it challenging to analyze the context of postmodern photographs, especially gender issues. AbstrakMemilih gambar untuk mengajar kritikan foto boleh menjadi tugas yang sukar. Penyelidikan ini bertujuan untuk membina taksonomi kategori foto untuk tujuan pengajaran dan panduan pengajaran. Penyelidikan ini menggunakan soal selidik dan temu bual separa berstruktur dengan 125 peserta terdiri daripada 39 lelaki dan 86 perempuan, 94 orang Melayu, 12 orang Cina, 16 orang India dan 3 orang Iban. Semua peserta terdedah kepada lima gambar yang berbeza: foto iklan, foto jurnalistik, pemandangan, dan dua gambar seni rupa. Kami menggunakan tiga soalan sebagai instrumen kajian untuk 125 peserta menilai setiap foto: Apa yang anda lihat? Apakah maksudnya? Bagaimana anda tahu? Kami juga menggunakan model kritikan Barrett untuk mengajar, membuat rubrik, dan menilai gambar dan instrumen kajian kami. Dari pengalaman mengajar foto kami, digabungkan dengan penyelidikan ini, pelajar biasanya bermula dari taksonomi standard. Mereka mengikuti hingga taksonomi tinggi, atau dalam urutan dari foto iklan, foto jurnalistik, dan pemandangan (seni rupa) hingga foto modernis dan foto pascamoden (seni rupa). Mereka tidak mengalami kesukaran untuk menafsirkan elemen, prinsip reka bentuk, dan teknik foto, tetapi mereka membuatnya sukar untuk menganalisis konteks foto pascamoden, terutama masalah gender.

show abstract

“…As for answering the second question, we designed and implemented a prototype based on Shneiderman's Visual Information-Seeking Mantra [38] (i.e., overview first, zoom & filter, details on demand ). We then conducted a user study with 9 PVI where participants were asked to explore artworks using our prototypes and answer a set of the representative questions that are asked for each of the four steps in Feldman Model of Criticism [11] (i.e., description, analysis, interpretation, judgment), which is widely used for practicing artwork appreciation [9,10,31].…”

Section: Introductionmentioning

confidence: 99%

Supporting a Crowd-powered Accessible Online Art Gallery for People with Visual Impairments: A Feasibility Study

Kwon¹,

Lee²,

Oh³

2021

Preprint

View full text Add to dashboard Cite

While people with visual impairments are interested in artwork as much as their sighted peers, their experience is limited to few selective artworks that are exhibited at certain museums. To enable people with visual impairments to access and appreciate as many artworks as possible at ease, we propose an online art gallery that allows users to explore different parts of a painting displayed on their touchscreen-based devices while listening to corresponding verbal descriptions of the touched part on the screen. To investigate the scalability of our approach, we first explored if anonymous crowd who may not have expertise in art are capable of providing visual descriptions of artwork as a preliminary study. Then we conducted a user study with 9 participants with visual impairments to explore the potential of our system for independent artwork appreciation by assessing if and how well the system supports 4 steps of Feldman Model of Criticism. The findings suggest that visual descriptions of artworks produced by an anonymous crowd are sufficient for people with visual impairments to interpret and appreciate paintings with their own judgments which is different from existing approaches that focused on delivering descriptions and opinions written by art experts. Based on the lessons learned from the study, we plan to collect visual descriptions of a greater number of artwork and distribute our online art gallery publicly to make more paintings accessible for people with visual impairments.

show abstract

The Inductive Method of Teaching Visual Art Criticism

Cited by 12 publications

References 8 publications

A Systematic and Integrative Sequence Approach (SISA) for mastery learning: Anchoring Bloom's Revised Taxonomy to student learning

A Systematic and Integrative Sequence Approach (SISA) for mastery learning: Anchoring Bloom's Revised Taxonomy to student learning

Taxonomy of Photo Categories

Supporting a Crowd-powered Accessible Online Art Gallery for People with Visual Impairments: A Feasibility Study

Contact Info

Product

Resources

About