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- W116050121 abstract "The nature of aesthetic preferences, judgment, and sensitivity has been the center of considerable interest among visual arts educators; however, the work of investigators such as Child' and Eysenck2 has often been considered to be outside educational concerns. In spite of the fact that art instruction is based on aesthetic assumptions, educators have been reluctant to accept these studies seriously on the basis that even if individuals' aesthetic were known, this knowledge added little of importance to the educative process. Visual educators are more concerned with an understanding of the dynamic interaction of the individual and a work of art. But recent promising developments in measurement have stimulated renewed interest in assessing this dynamic relationship. Problem: To better understand the interaction of individual and art, for whatever the ultimate purpose, we need to know more than aesthetic which reveal little more than whether individuals' likes/dislikes correspond to whatever standard of comparison one wishes to use. More important would be a determination of the individual bases for aesthetic and judgments, with attention given to such questions as, to what does a person respond in a work of art and also, what interactions and configuration of factors exist in individual responses? This investigation was concerned with these questions. This study also involved an investigation of the applicability of some recent developments in assessing the structure of meaning which promise to break the preferences barrier in psycho-aesthetic studies." @default.
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- W116050121 date "1970-01-01" @default.
- W116050121 modified "2023-09-25" @default.
- W116050121 title "Towards a Structure of Meaning in the Visual Arts: A Three-Mode Factor Analysis of Non-Art College Student Responses to Selected Art Forms" @default.
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- W116050121 doi "https://doi.org/10.2307/1319724" @default.
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