Analysis and Training of Processes and Component Skills in the Arts.

Institution	Harvard Univ., Cambridge, MA. Harvard Project Zero.
Titel	Analysis and Training of Processes and Component Skills in the Arts.
Quelle	(1978), (73 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Abstract Reasoning; Aesthetic Education; Art Expression; Childrens Art; Creative Development; Creative Thinking; Creativity; Creativity Research; Critical Thinking; Developmental Stages; Early Childhood Education; Elementary Secondary Education; Literature Reviews; Media Research; Poetry; Poets; Postsecondary Education; Productive Thinking; Skill Development; Symbolic Learning; Television Research; Writing (Composition) + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Ästhetische Bildung; Kreatives Denken; Kreativität; Kritisches Denken; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Medienforschung; Lyrik; Poesie; Dichter; Post-secondary education; Tertiäre Bildung; Produktives Denken; Kompetenzentwicklung; Qualifikationsentwicklung; Symboldidaktik; Schreibübung
Abstract	This report reviews major theoretical and empirical studies concerning the process of creativity and the skills involved in creating art. Part I describes process studies with adult subjects engaged in activities such as poetry writing, editing, and critiquing a poem. Ten amateur and ten professional poets were subjects. These studies analyzed the poets' thought process; writing process; characteristics of critical appraisal; and personal backgrounds, attitudes, and practices. Competence, sources of critical disagreement, difficulties in critical judgment, and errors in reasoning are also examined. Part II, Studies of Central Components in the Arts, comprises four sections which examine the way in which major symbol-using capacities develop in children aged 12 months to 19 years. The first, most extensive, section reviews studies on the development of skills deemed central to the arts, such as metaphoric competency, style sensitivity, and the emergence of critical skills. The second section reports studies of breakdowns of symbolic competence under certain conditions of brain damage. The third section focuses on the full range of symbolic systems rather than just those in the arts, and is concerned with the nature of symbolic media such as television. The last section, which is directed at the educational community, presents conclusions from a number of more general inquiries on aesthetic development and education. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01