You are not currently logged in.
Access your personal account or get JSTOR access through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Teaching the Concept of Style to Elementary School Age Students: A Developmental Investigation
Marilyn Johnston, Christine Roybal and Michael J. Parsons
Visual Arts Research
Vol. 14, No. 2 (Fall 1988), pp. 57-67
Published by: University of Illinois Press
Stable URL: http://www.jstor.org/stable/20715677
Page Count: 11
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
Two questions were addressed by this study. First, will elementary age students' ability to recognize styles be increased with discussion of the styles of various artworks during 8 hr of instruction? Second, will their understanding of these styles increase as a result of this instruction? The distinction between recognition and understanding is seldom made in research or curriculum planning, yet the findings suggest that the distinction is a useful one. An educational intervention was designed to teach both recognition and understanding. The results indicate increases in recognition ability but no evidence that students could be taught to understand the expressiveness of style. The possibility of a structural interpretation is suggested.
Visual Arts Research © 1988 University of Illinois Press