Abstract
This study reports on the effects of instruction in art history information and inquiry on fourth and eighth grade students' abilities to interpret an unfamiliar artwork contextually. Before and after instruction art teachers asked their students to interpret an unfamiliar artwork from three perspectives: historical artist, viewer, and culture. Not surprisingly, findings confirm that eighth grade students are more successful in interpreting artworks contextually than are fourth grade students. Both fourth and eighth grade students were most successful using the historical artist perspective. In addition, findings indicate that art history instruction at both grade levels can increase students' ability to interpret artworks contextually. Instruction helped younger students to use the historical artist perspective. Instruction helped older students to use the historical viewer and historical culture perspectives, as well as the historical artist perspective, in their attempts at contextual interpretation.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
