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Journal articles on the topic 'Art appreciation'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Knapic, Diane. "Art Appreciation." Journal of Psychosocial Nursing and Mental Health Services 47, no. 7 (2009): 7. http://dx.doi.org/10.3928/02793695-20090701-07.

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2

Lass, Jack. "Art appreciation." New Scientist 215, no. 2875 (2012): 26. http://dx.doi.org/10.1016/s0262-4079(12)61943-5.

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Masta, Bob. "Art appreciation." New Scientist 215, no. 2877 (2012): 31. http://dx.doi.org/10.1016/s0262-4079(12)62072-7.

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4

Noël Carroll. "Art Appreciation." Journal of Aesthetic Education 50, no. 4 (2016): 1. http://dx.doi.org/10.5406/jaesteduc.50.4.0001.

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5

Ishizaki, Kazuhiro, and Wenchun Wang. "Visualizing and deepening thoughts through art appreciation." Visual Inquiry 10, no. 3 (2021): 371–83. http://dx.doi.org/10.1386/vi_00062_1.

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We studied methods to help people visualize and deepen their thoughts through art appreciation and how to apply these methods. First, we present the concept of appreciation skills as a scheme to promote thought visualization during the art appreciation process. Then, we propose a model of metacognition using appreciation skills as a theoretical framework for monitoring and controlling thoughts during art appreciation, and we offer tools to help viewers metacognize their thoughts. Additionally, we present and analyse creative approaches for appreciating art physically through multiple senses (s

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6

Seabolt, Betty Oliver. "Defining Art Appreciation." Art Education 54, no. 4 (2001): 44. http://dx.doi.org/10.2307/3193903.

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7

Pandaleke, Stefanny, and Meyltsan Maragani. "Maengket Sebagai Sarana Pendidikan Seni Melalui Aktivitas Apresiatif dan Kreatif." GETER : Jurnal Seni Drama, Tari dan Musik 2, no. 1 (2020): 24–33. http://dx.doi.org/10.26740/geter.v2n1.p24-33.

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The efforts to develop student potential, preservation and development of art through appreciative and creative activities are important things to do. Maengket, as a traditional art in North Sulawesi has the potential as a means of art education through appreciative and creative activities. The discussion in this article is about how the process of art appreciation and creation in learning Maengket as a learning material for Cultural Arts, so that students gain an aesthetic experience. Appreciation activity begins with the introduction or description about Maengket. Then the second step is the

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KV, LILLY, and SUDHAKAR VENUKAPALLI. "Children's Appreciation of Different Artistic Genres: Representational, Non-representational, and Abstract." International Journal of Arts and Humanities Studies 3, no. 1 (2023): 55–63. http://dx.doi.org/10.32996/ijahs.2023.3.1.8.

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Making art and appreciating art are essential human behaviours. As the idiom goes, “beauty lies in the eye of the beholder” we find diverse opinions about art and differences in the experiences elicited through art by individuals. When one perceives art, the close association between sensory and perceptual processing results in aesthetic emotions and aesthetic judgement and helps him/her build meaning. Children’s appreciation of artworks can be categorised into the perceptual level, contextual level and analytical level of appreciation. The objective of the present study is to explore children

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9

Berleant, Arnold. "What is Aesthetic Engagement?" International Yearbook of Aesthetics 18 (January 1, 2015): 17–19. https://doi.org/10.17613/M60G3GX6W.

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Aesthetic engagement is the central concept of an aesthetic theory that came as an alternative to the aesthetic disinterestedness of traditional aesthetics. It emerged in response to developments in the contemporary arts that emphasized the direct involvement of an active appreciator in the art object, overcoming the customary separation between them. Aesthetic engagement thus rejects the dualism inherent in customary accounts of aesthetic appreciation and epitomized in Kantian aesthetics, which treats aesthetic experience as the subjective appreciation of a beautiful object. Instead, aestheti

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10

Heidt, Ann H. "Creating Art Appreciation Activities." Art Education 39, no. 1 (1986): 23. http://dx.doi.org/10.2307/3192937.

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11

Dean, Diane R., and Debora Milam. "Art Appreciation and Technique." G/C/T 8, no. 5 (1985): 47–50. http://dx.doi.org/10.1177/107621758500800526.

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12

Abe, Akinori. "Abduction in Art Appreciation." Philosophies 7, no. 6 (2022): 132. http://dx.doi.org/10.3390/philosophies7060132.

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Individuals usually go to art museums to enjoy artworks. Generally, in order to appreciate the art in museums, a brief summary of certain information is provided as a caption. Viewers usually read these descriptions to aid their understanding. To provide broader technical support for this activity, several researchers have proposed a protocol for art appreciation. For instance, Leder et al. proposed a stage model for aesthetic processing, which combines aspects of understanding and cognitive mastering with affective and emotional processing. We have also conducted several experiments in order

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13

Dalton, Catherine M. "The art of appreciation." Business Horizons 50, no. 6 (2007): 441–44. http://dx.doi.org/10.1016/j.bushor.2007.06.002.

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14

Song, Baoqing, Jie Ren, Xiaohu Wang, and Xiang Xie. "College Students’ Views on Museum Learning: A Sustainable Aesthetic Education Perspective." Sustainability 17, no. 3 (2025): 1097. https://doi.org/10.3390/su17031097.

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Museums are important educational platforms in informal learning environments, offering essential off-campus venues for university-level aesthetic education. Over half of students’ independent off-campus art appreciation activities occur in museums. This study employed a mixed-methods approach to analyse students’ general impressions of museums using the TF-IDF algorithm. Additionally, the specific feelings of university students participating in self-directed museum learning were explored through focus groups, and differences between learning in museums and appreciating other art forms from t

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15

Kasatkina, T. A. "Dostoevsky: Art theory and art appreciation theory." Voprosy literatury, no. 6 (December 25, 2022): 62–80. http://dx.doi.org/10.31425/0042-8795-2022-6-62-80.

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The article discusses the author problem in art and focuses on one particular aspect of Dostoevsky’s theory of creative process, namely, his view of reader/audience response, of the author’s high responsibility and their reciprocation necessary for an adequate communication. In his intricately humorous Winter Notes on Summer Impressions [Zimnie zametki o letnikh vpechatleniyakh], Dostoevsky uses comical situations of his own non-encounters with architecture, artefacts and personalities of a very closely related, ‘second home’ culture, which nevertheless remained altogether diﬀerent to that of

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16

Bračun Sova, Rajka. "Art Appreciation as a Learned Competence: A Museum-based Qualitative Study of Adult Art Specialist and Art Non-Specialist Visitors." Center for Educational Policy Studies Journal 5, no. 4 (2015): 141–57. http://dx.doi.org/10.26529/cepsj.121.

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Since Bourdieu, it has been argued that art appreciation requires “knowledge”. The focus of this qualitative study was to examine art appreciation as a learned competence by exploring two different groups of museum visitors: art specialists and art non-specialists. The research was conducted at Moderna galerija in Ljubljana. Twenty-three adults were recruited and accompanied during their visit to the museum. Participants were requested to “think out loud”, which meant to talk about what they saw, thought, and felt about the artworks. There was a short interview conducted with each participant

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17

TAMAKI, Haruya, Tsugunosuke SAKAI, Ryuichi YOSHIDA, et al. "Study on Art-Appreciation Support System to Active Appreciation." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2016 (2016): 2A2–13b6. http://dx.doi.org/10.1299/jsmermd.2016.2a2-13b6.

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18

Desa, Noor Enfendi, Syed Alwi Syed Abu Bakar, and Noor A'yunni Muhamad. "The Basis of Art Appreciation." Idealogy Journal 5, no. 2 (2020): 97–106. http://dx.doi.org/10.24191/idealogy.v5i2.231.

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This study revolves around identification of ways to observe or appreciate art since an artwork possesses its own aesthetic values which are related to a philosophy or an artist’s cognitive style in conveying the meaning behind an artistic piece. According to Kamus Dewan Edisi Ke-4 (2007), aesthetic is one of the branches of philosophy that deals with the nature of beauty and taste, as well as the philosophy of art. In this research, the two main parts involved are the definition of terms and an analysis on artwork. Three components in definition of terms are describing art and style, art and

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19

Anderson, Tom. "Attaining Critical Appreciation Through Art." Studies in Art Education 31, no. 3 (1990): 132. http://dx.doi.org/10.2307/1320760.

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20

Irvine, Hope. "The Dangers of Art "Appreciation"." Art Education 44, no. 1 (1991): 14. http://dx.doi.org/10.2307/3193262.

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21

PÁLMAI, KATALIN. "Art Appreciation on Hungarian Television." Journal of Art & Design Education 5, no. 1-2 (1986): 159–66. http://dx.doi.org/10.1111/j.1476-8070.1986.tb00196.x.

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22

QUEENAN, JOHN T., and GAIL WHIMAN-ELIA. "An Appreciation of Modern ART." Clinical Obstetrics and Gynecology 43, no. 4 (2000): 942–57. http://dx.doi.org/10.1097/00003081-200012000-00023.

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23

Villers, Caroline. "The science of art appreciation." Nature 343, no. 6253 (1990): 19. http://dx.doi.org/10.1038/343019a0.

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24

Leddy, Thomas, and Bjarne Sode Funch. "The Psychology of Art Appreciation." Journal of Aesthetic Education 34, no. 1 (2000): 118. http://dx.doi.org/10.2307/3333663.

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25

Wolf, Aline D. "Art appreciation for the young." Day Care & Early Education 14, no. 1 (1986): 18–19. http://dx.doi.org/10.1007/bf01620523.

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26

Thompson, William Forde, and Mark Antliff. "Bridging two worlds that care about art: Psychological and historical approaches to art appreciation." Behavioral and Brain Sciences 36, no. 2 (2013): 159–60. http://dx.doi.org/10.1017/s0140525x1200180x.

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AbstractArt appreciation often involves contemplation beyond immediate perceptual experience. However, there are challenges to incorporating such processes into a comprehensive theory of art appreciation. Can appreciation be captured in the responses to individual artworks? Can all forms of contemplation be defined? What properties of artworks trigger contemplation? We argue that such questions are fundamental to a psycho-historical framework for the science of art appreciation, and we suggest research that may assist in refining this framework.

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27

Lemos, João. "Kant and Recent Philosophies of Art." Kantian Review 26, no. 4 (2021): 567–82. http://dx.doi.org/10.1017/s136941542100039x.

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Abstract This article is to be a bridge between Kant’s aesthetics and contemporary art – not by being a paper on Kant and contemporary art, but rather by being on Kant and contemporary philosophy of art. I claim that Kant’s views on the appreciation of art can accommodate contextualism as well as ethicism. I argue that not only does contextualism fit Kant’s views on the appreciation of art; in §§51–3 of the third Critique, Kant’s appreciation of art is in accordance with contextualism. I go on to argue that not only does ethicism fit Kant’s views on the appreciation of art; in §§51–3, Kant’s a

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28

Liu, Pei, and Satha Phongsatha. "Application Research on Enhancing the Cognitive Ability of Art Appreciation of Senior High School Students in Chengdu through Virtual Reality Technology." International Journal of Innovative Research and Scientific Studies 5, no. 3 (2022): 236–48. http://dx.doi.org/10.53894/ijirss.v5i3.676.

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The application of virtual reality technology in art appreciation teaching can effectively guide students to recognize and appreciate art works from the visual, auditory and tactile aspects. By simulating the reproduction of the real scene of art works, the students' cognitive ability and appreciation ability of art appreciation can be improved. This paper aims to apply virtual reality technology to art appreciation teaching, improve students' cognitive ability of art appreciation, and adopt the quantitative and qualitative modes of research. This quasi-experimental study uses pre-test and pos

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29

Song, Mi Sook. "Combination of art and technology: The aesthetics of borrowing from media art." Liberal Arts Innovation Center 13 (November 30, 2023): 45–67. http://dx.doi.org/10.54698/kl.2023.13.45.

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This study examines aspects of appropriation art using mechanical and digital reproduction and reconsiders its aesthetic signifi cance. In addition, we looked at the new direction of liberal arts education by examining how the beauty and aesthetics of borrowed works help a different appreciation and understanding of classical paintings. Modern art has continued to spread and develop into new art through its encounter with media following the development of science and technology. Media art, a form of combining media with art, generally refers to the introduction of various mass media suc

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30

Duarte, Antonio Manuel, and Niki P. Constantinidi. "Traces of knowledge and use of cues of sensory processing in ancient Greek art." Arte, Individuo y Sociedad 34, no. 2 (2022): 521–40. http://dx.doi.org/10.5209/aris.74463.

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This study aimed to find evidence of the presence, in ancient Greek art, of cues (triggers) for sensory processes involved in the appreciation of visual arts, within the framework of the psychology of art. The presence of such cues in ancient Greek art can suggest the existence of knowledge about them, together with their use, already by ancient Greek artists. For the study, a sample of image reproductions of ancient Greek art (from the archaic to the Hellenistic period - ca. 7th - 1st century BC) was submitted to a thematic-content analysis. This analysis revealed the presence of all most rel

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31

Matsumoto, Koji. "Appreciating visual arts may not foster medical diagnosis skills." F1000Research 12 (January 19, 2023): 79. http://dx.doi.org/10.12688/f1000research.129219.1.

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Background: This article examined intervention studies that used appreciation of visual arts to foster observation skills and discussed their effectiveness in making accurate diagnoses in terms of expertization. Methods: In order to collect journal articles and academic books (written in English) on empirical intervention studies that examined the use of visual arts for cultivating observation skills in health professionals’ education and training, the author first targeted articles that had been included in previous systematic reviews. In addition, they conducted a manual search. From this bo

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32

Yan, Lulu. "Exploration on the Application of Digital Resources in High School Art Appreciation Teaching." Occupation and Professional Education 1, no. 1 (2024): 86–89. http://dx.doi.org/10.62381/o242113.

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With the progress of science and technology, China's society has entered the era of digitization and informatization. Applying digital resources to high school art appreciation teaching can enrich art-teaching resources, make teaching forms more vivid and intuitive, greatly improve the teaching efficiency of art appreciation, and build an efficient art classroom. In addition, this can also create a relaxed teaching atmosphere and cultivate students' aesthetic appreciation ability. The application of digital resources in high school art appreciation teaching is an inevitable trend of teaching r

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33

Xu, Xi, and Zhenhua He. "Cultivation of Students’ Painting Appreciation Ability Based on Virtual Reality." Journal of Sensors 2021 (November 27, 2021): 1–14. http://dx.doi.org/10.1155/2021/9115994.

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The advent of the digital age has had a profound impact on people’s lives, and therefore began to add virtual reality content to the art classes of school students, aiming to continuously adapt to the needs of the times for art classes and aesthetics. In order to explore the status quo of the virtual reality technology based on the modern boom in the students’ appreciation of painting ability, In this paper, literature analysis, collect data from the old model model reconstruction method and questionnaire, analyze the effect of virtual reality technology for students to appreciate the impact o

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34

Garneau, David. "Arte Indígena: de la apreciación a la crítica de arte." Revista Sarance, no. 49 (December 12, 2022): 69–85. http://dx.doi.org/10.51306/ioasarance.049.04.

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El artículo comienza con el reclamo del artista Aborigen australiano Vernon Ah Kee alrededor de la ausencia de crítica a su arte. Su demanda parte del reconocimiento de que el arte contemporáneo, es decir, arte que participa en los discursos y las instituciones artísticas internacionales, solo es considerado como tal cuando es objeto de crítica. Al no atraer a la crítica, el arte Aborigen queda fuera de las altas esferas del mundo artístico. Esta resistencia puede explicarse por un racismo institucional: la cultura dominante se niega a reconocer al arte Aborigen como arte contemporáneo. O, qui

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35

Lee, Eun-Hee, and Ji-Hyun Sohn. "Expanding Recognition of Art through Conceptual Art Appreciation Activities." Journal of Research in Art Education 23, no. 3 (2022): 83–101. http://dx.doi.org/10.20977/kkosea.2022.23.3.83.

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36

Song, Baoqing, Bingyang He, Zehua Wang, et al. "Research on Open Practice Teaching of Off-Campus Art Appreciation Based on ICT." Sustainability 14, no. 7 (2022): 4274. http://dx.doi.org/10.3390/su14074274.

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Art appreciation is an effective way to promote artistic literacy and is also an important component of aesthetic education in school. With the help of information and communication technology, the authors organized open practice teaching for students to learn art appreciation outside school. During the COVID-19 epidemic, local art appreciation education could not be carried out in the city where the authors’ school is located. With the support of mobile positioning technology and information platforms, students were able to carry out 32 art appreciation activities in their hometowns during th

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37

Bullot, Nicolas J., and Rolf Reber. "The artful mind meets art history: Toward a psycho-historical framework for the science of art appreciation." Behavioral and Brain Sciences 36, no. 2 (2013): 123–37. http://dx.doi.org/10.1017/s0140525x12000489.

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AbstractResearch seeking a scientific foundation for the theory of art appreciation has raised controversies at the intersection of the social and cognitive sciences. Though equally relevant to a scientific inquiry into art appreciation, psychological and historical approaches to art developed independently and lack a common core of theoretical principles. Historicists argue that psychological and brain sciences ignore the fact that artworks are artifacts produced and appreciated in the context of unique historical situations and artistic intentions. After revealing flaws in the psychological

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38

Park, Jeong Kee. "A Study on the Teaching and Learning Method of Art Appreciation of Elementary School Students Subject to Learning Support Based on Positive Psychology." Korea Institute of Design Research Society 7, no. 4 (2022): 78–87. http://dx.doi.org/10.46248/kidrs.2022.4.78.

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This study sought to find out the characteristics of students subject to learning support and to prepare an art appreciation learning plan based on positive psychology to improve basic education in the speaking, listening, and writing areas of elementary school students. Through literature research, we found the meaning of art appreciation education, starting with the understanding of students subject to learning support, and eventually, based on Seligman's positive psychology, we designed an art appreciation teaching and learning process using emotion cards that can explain his thoughts and f

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39

.KV, Lilly, and Dr Sudhakar Venukapalli. "Art and Aesthetic Appreciation in Children." International Journal of Scientific and Research Publications (IJSRP) 11, no. 1 (2020): 112–18. http://dx.doi.org/10.29322/ijsrp.11.01.2021.p10911.

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40

Combs, Allan L., Julia Black, Alan O'Donnell, et al. "Absorption and Appreciation of Visual Art." Perceptual and Motor Skills 67, no. 2 (1988): 453–54. http://dx.doi.org/10.2466/pms.1988.67.2.453.

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For 37 participants, 16 men and 21 women, scores on the Tellegen Absorption Scale significantly correlated with liking for abstract paintings but not with liking for representational ones. After completing the scale, each participant viewed 20 paintings in quasirandom order, 10 of representational works and 10 of abstract ones. Each was rated on a scale from 1 for strongly disliked to 5 for strongly liked. The Pearson correlation of .48 for abstract paintings was significant, while that of .16 for representational ones was not.

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41

Wulandari, Wulandari. "Art appreciation in cultural arts subject." JPPI (Jurnal Penelitian Pendidikan Indonesia) 5, no. 1 (2019): 11. http://dx.doi.org/10.29210/02018289.

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42

Abrahams, Daniel, and Gary Kemp. "Trust and the appreciation of art." Ratio 35, no. 2 (2021): 133–45. http://dx.doi.org/10.1111/rati.12326.

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43

Matthews, P. M. "Aesthetic Appreciation of Art and Nature." British Journal of Aesthetics 41, no. 4 (2001): 395–410. http://dx.doi.org/10.1093/bjaesthetics/41.4.395.

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44

Reilly, Erin. "Art as Experience, rather than Appreciation." Journal of Children and Media 5, no. 4 (2011): 471–74. http://dx.doi.org/10.1080/17482798.2011.599534.

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45

Eom, Joung-A. "Embodied empathic feeling in art appreciation." Journal of Aesthetics & Science of Art 60 (June 30, 2020): 191–226. http://dx.doi.org/10.17527/jasa.60.0.07.

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46

Carreon, Rodrigo Emil. "Appreciation of Disturbing Art: Arthur Schopenhauer’s Aesthetic Perception on the Appreciation of the Art and Transcendence." Mabini Review 15, no. 1 (2025): 123–41. https://doi.org/10.70922/2zeymc88.

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The standard of pleasing art creates a notion that is axiological in the nature of the art itself. Given this claim Schopenhauer asserts that disturbing art does not provide relief for the spectator, therefore it may not be viewed as a temporary escape from life’s suffering. This opus claims otherwise using the very same principle of Arthur Schopenhauer on aesthetics and the Will to Life. The introduction provides the philosophical inquests of Arthur Schopenhauer that are associated with the metaphysical position of the very banal action of appreciation. This opens the threshold for a review o

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47

Tan, Jing. "Analysis of the effect of art design combined with drug therapy on college students’ depression." CNS Spectrums 28, S1 (2023): S10. http://dx.doi.org/10.1017/s1092852923000755.

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BackgroundWith the increasing social employment pressure, the psychological pressure of college students in their daily study and life is also increasing. Because students’ physical and mental growth is not sound, it is difficult for them to carry out targeted self-intervention and adjustment against psychological pressure, which leads to long-term accumulation of negative psychology and eventually forms depressive symptoms. In recent years, the number of depression patients in colleges and universities has been increasing. It is necessary to form a daily treatment strategy system that is in l

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48

Lin, Chih-Long, Si-Jing Chen, and Rungtai Lin. "Efficacy of Virtual Reality in Painting Art Exhibitions Appreciation." Applied Sciences 10, no. 9 (2020): 3012. http://dx.doi.org/10.3390/app10093012.

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Virtual reality (VR) technology has been employed in a wide range of fields, from entertainment to medicine and engineering. Advances in VR also provide new opportunities in art exhibitions. This study discusses the experience of art appreciation through desktop virtual reality (Desktop VR) or head-mounted display virtual reality (HMD VR) and compares it with appreciating a physical painting. Seventy-eight university students participated in the study. According to the findings of this study, painting evaluation and the emotions expressed during the appreciation show no significant difference

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Wang, Zuochuan. "College art appreciation teaching on aesthetic psychology of depressed university students." CNS Spectrums 28, S2 (2023): S25. http://dx.doi.org/10.1017/s1092852923003115.

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BackgroundThe prevalence of depression is increasing due to the tremendous pressure of life and study. Depression may lead to excessive depression, thinking disorder, cognitive dysfunction, other problems, and extreme behaviors such as suicide. To improve the treatment effect of depression, to study the auxiliary treatment of art appreciation teaching on the psychological influence of patients with depression.Subjects and Methods Twenty depressed college students who received art appreciation teaching were selected as the experimental group, and 20 other depressed college students were selecte

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50

Kang, Taehwan. "Art Education through Three-Dimensional Art: The Possibility of Art Play." Korean Society of Culture and Convergence 44, no. 9 (2022): 751–63. http://dx.doi.org/10.33645/cnc.2022.9.44.9.751.

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This paper examines the trend of elementary art education through three-dimensional art, and examines the expansion and possibility of elementary art education through the possibility of art play that can arouse interest and interest, not merely an educational infusion-type education. In the contemporary elementary art, experience, expression, and appreciation are emphasized, and the interest and interest of learners and children is emerging as an important factor. Through this, we investigated the possibility of understanding contemporary art from various angles and three-dimensionality and c

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