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Art Education - Means or End?

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Bibliographic Details
Title: Art Education - Means or End?
Authors: Blai, Boris, Harcum Junior Coll., Bryn Mawr, PA.
Peer Reviewed: N
Page Count: 14
Publication Date: 1973
Descriptors: Art Education, Cognitive Processes, College Students, Comparative Analysis, Educational Policy, Emotional Development, Environmental Influences, Females, Hypothesis Testing, Literature Reviews, Pilot Projects, Postsecondary Education, Problem Solving, Research Reports, Stimulus Devices, Test Results, Visual Arts
Assessment and Survey Identifiers: SAT (College Admission Test)
Abstract: A pilot study to investigate the views of Sir Herbert Read on art education is presented. The views include: (1) Real art education (visual language) represents a group of stimuli-response behaviors which direct and shape us; (2) The policy of education through art is based on the hypothesis that the images we evoke in the course of any kind of cognitive activity have a universal significance; and (3) The bulk of the cues and stimuli in our time-life-environment are visual. A review of the literature was undertaken. A group of 28 females matched in terms of College Board Scholastic Aptitude Test verbal and math scores were measured in terms of emotional well-being, study skills and readiness, and problem-solving abilities. The t-ratio for the percentile averages earned by Group A (Visual Arts majors) and Group B (non-Visual Arts majors) was zero. Therefore, no statistically significant evidence was found to support Sir Herbert's presumption that art education eventuates in improved study habits and attitudes. (CK)
Entry Date: 1973
Accession Number: ED078835
Database: ERIC
Description
Abstract:A pilot study to investigate the views of Sir Herbert Read on art education is presented. The views include: (1) Real art education (visual language) represents a group of stimuli-response behaviors which direct and shape us; (2) The policy of education through art is based on the hypothesis that the images we evoke in the course of any kind of cognitive activity have a universal significance; and (3) The bulk of the cues and stimuli in our time-life-environment are visual. A review of the literature was undertaken. A group of 28 females matched in terms of College Board Scholastic Aptitude Test verbal and math scores were measured in terms of emotional well-being, study skills and readiness, and problem-solving abilities. The t-ratio for the percentile averages earned by Group A (Visual Arts majors) and Group B (non-Visual Arts majors) was zero. Therefore, no statistically significant evidence was found to support Sir Herbert's presumption that art education eventuates in improved study habits and attitudes. (CK)