Art and Cognition: Integrating the Visual Arts in the CurriculumIn this in-depth text, the preeminent art education scholar Arthur Efland not only sheds light on the problems inhibiting art education, but also demonstrates how art contributes to the overall development of the mind. Delineating how the development of artistic interests and ability are important aspects of cognition and learning, he shows how art helps individuals construct cultural meaning, a crucial component of social communication -- building a foundation for lifelong learning that includes the arts. In Art and Cognition, Arthur Efland: -- Explains the cognitive nature of learning in visual arts -- debunking the persistent perception of the arts as emotive only. -- Looks at recent understandings of the mind and intelligence to determine how they bear on questions of the intellectual status of the arts. -- Explains how a cognitively oriented conception of teaching will change the ways that the arts are taught. -- Discusses the ways in which new developments in cognitive science can be applied to arts education. -- Describes how the arts can be used to develop cognitive ability in children. -- Identifies implications for art curricula, teaching practices, and the reform of general education. |
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Contents
| 1 | |
| 14 | |
| 52 | |
| 82 | |
Obstacles to Art Learning and Their Assessment | 107 |
Imagination in Cognition | 133 |
The Arts and Cognition A Cognitive Argument for the Arts | 156 |
Notes | 173 |
References | 179 |
Index | 189 |
About the Author | 201 |
Other editions - View all
Art and Cognition: Integrating the Visual Arts in the Curriculum Arthur D. Efland Limited preview - 2002 |
Art and Cognition: Integrating the Visual Arts in the Curriculum Arthur Efland No preview available - 2002 |
Common terms and phrases
ability abstract acquired activity aesthetic analogy Art Education artistic artworks assessment become behaviorism Bruner chapter cognitive apprenticeship cognitive development cognitive developmental cognitive flexibility cognitive mapping cognitive revolution cognitive science cognitive structures complex concepts construct context culture curriculum described differences domains of knowledge Efland Eisner emotions enable encountered environment everyday example experience explain Feltovich formal operations forms Gardner Howard Gardner human ideas image-schemata images imagination individual’s individuals instruction integrated intellectual intelligence interpretation Jatte Jerome Bruner Johnson knowl knowledge base Koroscik Lakoff learner learning Lev Vygotsky lifeworld Lowenfeld’s meaning mental metaphor Michael Parsons mind narrative Nelson Goodman nonpropositional notion novices objects one’s organized painting perception perspective Piaget Piagetian postmodern problem psychology representations schemata Seurat situations social sociocultural specific Spiro stage strategies structured domains subjects symbol systems symbol-processing view teachers tend thinking tion tive ture understanding visual arts Vygotskian Vygotsky Vygotsky’s well-structured
Popular passages
Page 58 - WE begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.
Page 79 - What I am arguing, then, is that the very expansive, adventurous character of art, its ever-present changes and novel creations, makes it logically impossible to ensure any set of defining properties. We can, of course, choose to close the concept. But to do this with "art" or "tragedy" or "portraiture," etc., is ludicrous since it forecloses on the very conditions of creativity in the arts.
Page 70 - They can only be fully understood through use, and using them entails both changing the user's view of the world and adopting the belief system of the culture in which they are used.
Page 65 - Very early on, for example, emphasis began shifting from "meaning" to "information," from the construction of meaning to the processing of information. These are profoundly different matters.
Page 34 - ... time as the learner is able to master his own action through his own consciousness and control. When the child achieves that conscious control over a new function or conceptual system, it is then that he is able to use it as a tool. Up to that point, the tutor in effect performs the critical function of 'scaffolding...
Page 135 - But yet if we would speak of things as they are, we must allow that all the art of rhetoric, besides order and clearness, all the artificial and figurative application of words eloquence hath invented, are for nothing else but to insinuate wrong ideas, move the passions, and thereby mislead the judgment, and so indeed are perfect cheats...
Page 34 - Vygotsky termed this difference between the two levels the zone of proximal development, which he defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
Page 124 - Disalienation in the traditional city, then, involves the practical reconquest of a sense of place, and the construction or reconstruction of an articulated ensemble which can be retained in memory and which the individual subject can map and remap along the moments of mobile, alternative trajectories.
Page 147 - It is crucially important to see that balancing is an activity we learn with our bodies and not by grasping a set of rules or concepts. First and foremost, balancing is something we do.
References to this book
Handbook of Research and Policy in Art Education Elliot W. Eisner,Michael D. Day No preview available - 2004 |
Children's Mathematics: Making Marks, Making Meaning Elizabeth Carruthers,Maulfry Worthington No preview available - 2006 |
Bibliographic information
| Title | Art and Cognition: Integrating the Visual Arts in the Curriculum Language and Literacy Series |
| Author | Arthur Efland |
| Edition | illustrated |
| Publisher | Teachers College Press, 2002 |
| ISBN | 080774218X, 9780807742181 |
| Length | 201 pages |
| Subjects | › › Education / Teaching Methods & Materials / General |
| Export Citation | BiBTeX EndNote RefMan |