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Seeing Eye to Eye: A sexuate aesthet...

Anderson, Lauren.

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Seeing Eye to Eye: A sexuate aesthetic development model for art and education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Seeing Eye to Eye: A sexuate aesthetic development model for art and education./
Author:	Anderson, Lauren.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	141 p.
Notes:	Source: Masters Abstracts International, Volume: 53-06.
Contained By:	Masters Abstracts International53-06(E).
Subject:	Art criticism. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1526890
ISBN:	9781321276909

Seeing Eye to Eye: A sexuate aesthetic development model for art and education.
Anderson, Lauren.

Seeing Eye to Eye: A sexuate aesthetic development model for art and education. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 141 p.

Source: Masters Abstracts International, Volume: 53-06.

Thesis (M.A.)--California State University, Long Beach, 2014.

Seeing Eye to Eye is a case study connecting relationships between aesthetics, aesthetic development, and gender. This study identifies major trends of aesthetic experience unique to sexual difference and gender. Viewers develop frameworks for making meaning from artworks that consist of epistemologies accumulated through education, socialization and individual experience. The dominant pedagogy is a logical tradition that teaches universal meaning. Emergent themes in student responses showed that ways of viewing and speaking about artworks are usually extrinsic or intrinsic. Extrinsic approaches privilege individual artistic agency, action, contrast and shadows, message delivery, and technical fabrication of an image. Intrinsic frameworks for viewing favor creative narration and characterization, details and textures, and personal emotional metaphor. The model created from the research equalizes a variety of aesthetic strengths, while recognizing when an individual is in possession of many strengths in looking at and talking about works of art. I created a model that catalogues extrinsic and intrinsic approaches to making meaning from artworks. Under this model, the art viewer may have varying degrees of expertise with major categories such as visual analysis or creative narrative and also use extrinsic or intrinsic frameworks for image deconstruction. The search for meaning is ever universal for humankind. This model is for teaching a pluralistic approach to education and promotes an ideal of encouraging a culture of dialoguing in civic education. Art educators should use this model for identifying and teaching to a variety of aesthetics strengths. Drawing from extrinsic and intrinsic frameworks for making meaning, art experiences in the classroom can be tailored to develop a curriculum that promotes and teaches diverse aesthetic meaning.

ISBN: 9781321276909Subjects--Topical Terms:

526357
Art criticism.

Seeing Eye to Eye: A sexuate aesthetic development model for art and education.
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245 1 0 $a Seeing Eye to Eye: A sexuate aesthetic development model for art and education.
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500 $a Source: Masters Abstracts International, Volume: 53-06.
500 $a Adviser: Carlos Silveira.
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520 $a Seeing Eye to Eye is a case study connecting relationships between aesthetics, aesthetic development, and gender. This study identifies major trends of aesthetic experience unique to sexual difference and gender. Viewers develop frameworks for making meaning from artworks that consist of epistemologies accumulated through education, socialization and individual experience. The dominant pedagogy is a logical tradition that teaches universal meaning. Emergent themes in student responses showed that ways of viewing and speaking about artworks are usually extrinsic or intrinsic. Extrinsic approaches privilege individual artistic agency, action, contrast and shadows, message delivery, and technical fabrication of an image. Intrinsic frameworks for viewing favor creative narration and characterization, details and textures, and personal emotional metaphor. The model created from the research equalizes a variety of aesthetic strengths, while recognizing when an individual is in possession of many strengths in looking at and talking about works of art. I created a model that catalogues extrinsic and intrinsic approaches to making meaning from artworks. Under this model, the art viewer may have varying degrees of expertise with major categories such as visual analysis or creative narrative and also use extrinsic or intrinsic frameworks for image deconstruction. The search for meaning is ever universal for humankind. This model is for teaching a pluralistic approach to education and promotes an ideal of encouraging a culture of dialoguing in civic education. Art educators should use this model for identifying and teaching to a variety of aesthetics strengths. Drawing from extrinsic and intrinsic frameworks for making meaning, art experiences in the classroom can be tailored to develop a curriculum that promotes and teaches diverse aesthetic meaning.
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