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A Development Study of Aesthetic Response Using Both Verbal and Nonverbal Measures
Visual Arts Research
Vol. 15, No. 1 (Spring 1989), pp. 76-85
Published by: University of Illinois Press
Stable URL: http://www.jstor.org/stable/20715694
Page Count: 10
You can always find the topics here!Topics: Aesthetics, Art education, Art objects, Children, Painting, Educational evaluation, Curriculum evaluation, Artistic realism, Factor analysis
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The purpose of this study was to examine developmental changes in aesthetic response to stylistic and content dimensions of art stimuli using both verbal and nonverbal responses. The verbal responses were measured by a semantic differential instrument, and the nonverbal measures were looking time and rating time (LT/RT). The grade levels of the subjects were fifth, eighth, and eleventh grade, and each of the 150 subjects was tested individually. The analysis of the data was conducted using a factor analysis, analysis of variance with repeated measures, and the Fisher Least Significant Difference. The results indicated that fifth graders had a higher evaluation, and lower uncertainty/arousal rating (more familiar and less complex), and a longer LT/RT than either eighth or eleventh graders. This indicated that fifth graders exhibit a readiness and an openness that appears to decline as the child becomes older.
Visual Arts Research © 1989 University of Illinois Press