How does research in empathetic critique, of 3-D artwork for high school students with diverse learning styles, promote deeper understanding of aesthetic values?
This study incorporates an art critiquing approach to improve critical thinking skills and to use cognitive functions of the brain to express visual art perception. It uses this treatment to better understand the learning process in Empathic critiquing with cognitive methods to foster visual arts concepts. The research is part of the development of an art critique form that challenges the way students look at art and respond with written remarks.
Gormley K., McDermott, P (p2)(2016)Common Core State Standards integrated the creative arts into English language
arts units for grades 3, 6, and 9.
Kisida, B; Bowen, D. H.; Greene, J. P. (171-187 2016) A problem for the arts' role in education has been a lack of rigorous scholarship that demonstrates educational benefits.
Mason, Steedly, & Thormann, (2017) This research resulted in three key findings: voice, choice, and access. Impact of arts integration on voice help participants to express emotion in appropriate ways.
Subramaniam, M., Hanafi, J., & Putih, A. T. (2017) This research used similar methods for critiquing art with Feldman’s method 1982 (1) description, (2) formal analysis, (3) interpretation, and (4) judgment and studio practice to their study.