The Impacts of Different Sorts of Art Education on Pupils’ Preference for 20th-Century Art Movements

Goran Kardum,Dubravka Kuščević,Marija Brajčić

doi:10.3390/educsci10010015

Abstract

The research presented here aims to determine how art education influences students’ preferences for the 20th-century art movements. An educational experiment that spanned through one school year was conducted on 200 primary school students. It included three types of intervention: observing works of art from the 20th century, introducing works of art using a puppet, and the students’ art activities/artwork based on the 20th-century art movements. The results show that the model of art education is an important factor in changing students’ preferences for the 20th century art movements. Students reacted positively to each kind of education, as evidenced in the wider acceptance of 20th-century art (abstract, fauvism, cubism, pop art, and surrealism). The type of education did not influence preferences (as much) when it came to classical art and visual works without artistic value. We concluded that puppets and independent creative work should be used more often in art education.

Highlights

In the times in which we live, visual information far outweighs the verbal kind, and the understanding of visual education is a goal reached through education
The significance of the effects of treatment were tested with an analysis of deviance (ANODE)
Approach, which is analogous to the analysis of variance (ANOVA)

Summary

Introduction

In the times in which we live, visual information far outweighs the verbal kind, and the understanding of visual education is a goal reached through education. The world of imagery is broad, mainly because of the dominance of visual media and technology in the modern world; it is rich with visual signals and symbols present in new forms of communication. In the new forms of visual communication, visual works of art have become a part of the universal visual space of modern culture. Knowing, understanding, and using the language of visual arts is a key component of visual literacy, and an important factor in understanding the world and culture in the 21st century. Education through art is a subject many authors [1,2,3,4,5,6] have written about. It enables children and the youth to develop ideas, know their feelings and attitudes, and gain experience through different art activities that provide for aesthetic experiences

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Conclusion