You are not currently logged in.
Access JSTOR 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.
Bases of Preservice Art Teachers' Reflective Art Judgments
Mary Erickson and Pat Villeneuve
Studies in Art Education
Vol. 50, No. 2 (Winter, 2009), pp. 184-200
Published by: National Art Education Association
Stable URL: http://www.jstor.org/stable/25475899
Page Count: 17
You can always find the topics here!Topics: Art teachers, Art education, Modernist art, Artistic realism, Postmodern art, Students, Aesthetic judgment, Judgment, Educational research
Were these topics helpful?See something inaccurate? Let us know!
Select the topics that are inaccurate.
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
This descriptive study investigates the bases used to support judgments of artworks by preservice art teachers at two large universities. Bases art teachers might use to judge artwork range from personal preferences, to cultural expectations, to criteria drawn from values of various artworlds. The 26 preservice teachers in this study used a narrower range of bases than we expected. Most participants based their judgments on ideas associated with beauty, realism, and skill or ideas associated with the expression of feelings and ideas. Few participants used modernist ideas to support their judgments. Only one participant in the study used postmodern ideas. The authors discuss the possible explanations for participants' reliance on a narrow range of ideas, raise questions, and draw implications for art teacher education.
Studies in Art Education © 2009 National Art Education Association