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Journal articles on the topic 'Theories of Art'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Williams, Christopher. "Modern Art Theories." Journal of Aesthetics and Art Criticism 56, no. 4 (1998): 377. http://dx.doi.org/10.2307/432128.

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2

WILLIAMS, CHRISTOPHER. "Modern Art Theories." Journal of Aesthetics and Art Criticism 56, no. 4 (1998): 377–90. http://dx.doi.org/10.1111/1540_6245.jaac56.4.0377.

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3

Fowler, Joan, and Richard Hertz. "Theories of Contemporary Art." Circa, no. 27 (1986): 40. http://dx.doi.org/10.2307/25557071.

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4

Elkins, James, Noël Carroll, and Noel Carroll. "Theories of Art Today." Journal of Aesthetic Education 35, no. 2 (2001): 119. http://dx.doi.org/10.2307/3333679.

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5

Lankford, E. Louis, and J. M. Thompson. "Twentieth Century Theories of Art." Studies in Art Education 36, no. 4 (1995): 252. http://dx.doi.org/10.2307/1320940.

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6

Hoaglund, John. "Some Institutional Theories of Art." Journal of Aesthetic Education 20, no. 1 (1986): 19. http://dx.doi.org/10.2307/3332309.

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7

Bal, Mieke, Yve-Alain Bois, Irving Lavin, Griselda Pollock, and Christopher S. Wood. "Art History and its Theories." Art Bulletin 78, no. 1 (1996): 6–25. http://dx.doi.org/10.1080/00043079.1996.10786668.

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8

Bal, Mieke, Yve-Alain Bois, Irving Lavin, Griselda Pollock, and Christopher S. Wood. "Art History and Its Theories." Art Bulletin 78, no. 1 (1996): 6. http://dx.doi.org/10.2307/3046154.

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9

Goldblatt, Patricia F. "How John Dewey's Theories Underpin Art and Art Education." Education and Culture 22, no. 1 (2006): 17–34. http://dx.doi.org/10.1353/eac.2006.0001.

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10

Duke, Marshall P. "Theories of Personality and Theories of Art: A Budding Consilience." Journal of Research in Personality 36, no. 1 (2002): 32–58. http://dx.doi.org/10.1006/jrpe.2001.2328.

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11

Davies, Stephen. "GENERAL THEORIES OF ART VERSUS MUSIC." British Journal of Aesthetics 34, no. 4 (1994): 315–25. http://dx.doi.org/10.1093/bjaesthetics/34.4.315.

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12

Wertz, S. K. "Museum Projects and Theories of Art." Teaching Philosophy 15, no. 2 (1992): 139–49. http://dx.doi.org/10.5840/teachphil199215223.

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13

Carroll, N. "DANTO'S NEW DEFINITION OF ART AND THE PROBLEM OF ART THEORIES." British Journal of Aesthetics 37, no. 4 (1997): 386–92. http://dx.doi.org/10.1093/bjaesthetics/37.4.386.

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14

Troeger, Betty Jo. "Application of Child Art Theories to the Interpretation of Children's Art." Art Therapy 9, no. 1 (1992): 30–35. http://dx.doi.org/10.1080/07421656.1992.10758934.

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15

Terviel, Candan, and Semiha Atabey. "Reflection of mathematical concepts and theories on art." Global Journal of Arts Education 10, no. 2 (2020): 129–37. http://dx.doi.org/10.18844/gjae.v10i2.4447.

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The source of mathematics and art is nature. In everything that is visible or invisible in nature, there is a certain order and arrangement. While science and mathematics use evidence in the process of understanding nature, the desire to create beauty has formed art. As a problem question, do we need mathematics to create beauty? Galilei’s expression that ‘Nature’s book is written with mathematics’ can be a response to that question. Maths allows us to get to know nature better by enabling us to measure and calculate the formal features of objects in nature, their ways of functioning and thus

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16

Yousfi, Amel, and Khaled Khaledi. "The Art of Design Between Aesthetic Theories." Journal of Design Sciences and Applied Arts 2, no. 1 (2021): 408–30. http://dx.doi.org/10.21608/jdsaa.2021.44845.1079.

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17

Mizal Jaber, Sabeeh. "( Literature and Art …View in Literary Theories." Anbar University Journal of Languages & Literature 5, no. 4 (2013): 100–119. http://dx.doi.org/10.37654/aujll.2013.88083.

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18

Neill, Alex, and Aaron Ridley. "Still an Error: Relational Theories of Art." British Journal of Aesthetics 56, no. 2 (2016): 187–89. http://dx.doi.org/10.1093/aesthj/ayw033.

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19

Dilworth, John. "In support of content theories of art." Australasian Journal of Philosophy 85, no. 1 (2007): 19–39. http://dx.doi.org/10.1080/00048400601154434.

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20

Ahgren, Bengt. "The Art of Integrating Care: Theories Revisited." Open Public Health Journal 5, no. 1 (2012): 36–39. http://dx.doi.org/10.2174/1874944501205010036.

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21

Hazard, Mary E., and Moshe Barasch. "Theories of Art: From Plato to Winckelmann." Journal of Aesthetics and Art Criticism 44, no. 3 (1986): 296. http://dx.doi.org/10.2307/429742.

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22

Xhignesse, Michel-Antoine. "What Makes a Kind an Art-kind?" British Journal of Aesthetics 60, no. 4 (2020): 471–88. http://dx.doi.org/10.1093/aesthj/ayaa027.

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Abstract The premise that every work belongs to an art-kind has recently inspired a kind-centred approach to theories of art. Kind-centred analyses posit that we should abandon the project of giving a general theory of art and focus instead on giving theories of the arts. The main difficulty, however, is to explain what makes a given kind an art-kind in the first place. Kind-centred theorists have passed this buck on to appreciative practices, but this move proves unsatisfactory. I argue that the root of this dissatisfaction stems not from the act of kicking the can down the road, but from not

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23

Chang, Bowen, Zirui Lyu, Siyu Meng, and Chen Wang. "Recent outcomes and the state-of-art detection scenarios of black holes." Highlights in Science, Engineering and Technology 5 (July 7, 2022): 208–15. http://dx.doi.org/10.54097/hset.v5i.744.

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Black holes are a hidden secret in humans’ heart. This paper will basically focus on the current status of observing black holes as well as the state-of-art detection schemes. Specifically, we will discuss the classifications, theorems of black holes and also the problems encountered by modern knowledge. According to the analysis, the basic types of black holes and the way of detection of black holes are demonstrated. Meanwhile, shows the theories of black holes used in research and some theories about black holes with quantum and holographic image. Overall, these results shed light on guiding

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24

Calì, Carmelo. "Questions for the Psychology of the Artful Mind." Vision 3, no. 4 (2019): 67. http://dx.doi.org/10.3390/vision3040067.

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This paper reconstructs the “Arnheim’s puzzle” over the psychology of art. It is argued that the long-established psychological theories of art do not account properly for the observable variability of art, which provide the phenomena of interest whose psychological factors need to be discovered. The general purpose principles of such theories, the ensuing selective sample of art phenomena, and assumption of conventional properties of aesthetic experience make the predictions and the findings of the theories unrepresentative of art. From the discussion of examples drawn from contemporary visua

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25

Hales, Shelley. "Art and archaeology." Greece and Rome 71, no. 1 (2024): 157–66. http://dx.doi.org/10.1017/s001738352300030x.

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We start this review in the sanctuaries of archaic and classical Greece. The book Between Deity and Dedicator is the PhD thesis of Sanne Hoffmann. Hoffmann's aim is to examine terracotta votive figurines through their entire lifecycle, following their journey from production to dedication to deposition within the sanctuary (fifteen of which are chosen, with a preponderance, never really fully explained, towards those of female deities). Theories of object agency and an emerging interest in object biographies are extremely well-chosen as the frameworks in which to discuss a set of objects that

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26

Faiz, Al-Islam Jihad. "Translation as an Art between Skill and Theories: A Descriptive and Analytical Study of Modern Translation as an Art between Skill and Theories." Arabic Journal for Translation Studies 4, no. 10 (2025): 85–99. https://doi.org/10.5281/zenodo.14748332.

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This study aims at modern translation as an art, science, skill, and strategic and important theories to connect the peoples of the world with each other, due to the commonalities between peoples in terms of humanity, livelihood, civilization, economy, and culture at various levels. It has become difficult to ignore the universality of translation and its important position in various fields, and the rapid and amazing developments it has undergone as an art, skill, and then a science that has developed towards the better. This development was followed by important theories to guide translation

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27

Park, J. P. "Art-Historical Fiction or Fictional Art History?" Archives of Asian Art 72, no. 2 (2022): 181–219. http://dx.doi.org/10.1215/00666637-9953432.

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Abstract In 1634 Zhang Taijie (b. 1588) published a woodblock edition of Baohuilu (A Record of Treasured Paintings), an extensive catalog of a massive painting collection he claimed to have built. This work would seem to be a useful resource for historians of Chinese art since it provides accounts of paintings by artists whose works are no longer extant. But there is one major problem: the book is a forgery. What is more, Zhang also forged paintings to match the documentation he created, so he could also profit from trading in them. Interestingly, the book also echoes unfounded claims register

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28

ANSELL, CHRISTOPHER K., and M. STEVEN FISH. "The Art of Being Indispensable." Comparative Political Studies 32, no. 3 (1999): 283–312. http://dx.doi.org/10.1177/0010414099032003001.

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Max Weber's theory of leadership authority has deeply influenced theories of political parties, but Weber's concept of charisma is often used indiscriminately to refer to all kinds of personalist leadership. What is more, Weber's tripartite typology of traditional, charismatic and rational-legal authority neglects a form of leadership often found in major contemporary political parties. This article formulates a differentiated typology and conceptualization of personalism, and theorizes an important but heretofore poorly understood form of political organization: the non-charismatic personalis

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29

Kwiatkowska-Tybulewicz, Barbara. "Pedagogical Analysis of Catastrophic Visions of Art." Creativity. Theories – Research - Applications 2, no. 2 (2015): 237–48. http://dx.doi.org/10.1515/ctra-2015-0023.

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Abstract The theory of aesthetic education treats art as an educational space. It is interesting to look at theories of the end of art from a pedagogical perspective. The article presents a few selected items, symptoms of the collapse of art, which have appeared in theories of a crisis of art. Are they relevant to the theory of aesthetic education? Is education “for” and “through” art justified in the face of the end of art? In this article the author presents catastrophic visions of art from the pedagogical perspective.

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30

Van Laeken, Alexandra. "Democratising conceptual art." Aesthetic Investigations 5, no. 2 (2023): 159–72. http://dx.doi.org/10.58519/aesthinv.v5i2.12781.

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In this paper I elaborate upon the elitist character of the mainstream theories on conceptual art. I show that the elitism is founded on wrong presumptions concerning the relation between artists and spectators. Working from the philosophy of Jacques Rancière, I reject the hierarchical structure present in the mainstream theories on conceptual art. Instead, I propose to take a ‘democratic turn’, as understood by Rancière. In such an outlook, the contribution of the spectator is revalued as equally active and creative as the contribution of the artist. The democratic turn has serious consequenc

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31

DIX, R. "ORGANIC THEORIES OF ART: THE IMPORTANCE OF EMBRYOLOGY." Notes and Queries 32, no. 2 (1985): 215–18. http://dx.doi.org/10.1093/nq/32-2-215.

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32

Dilworth, John. "Four Theories of Inversion in Art and Music." Southern Journal of Philosophy 40, no. 1 (2002): 1–19. http://dx.doi.org/10.1111/j.2041-6962.2002.tb01886.x.

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33

Sunday, Kristine E. "Relational Making: Re/Imagining Theories of Child Art." Studies in Art Education 56, no. 3 (2015): 228–40. http://dx.doi.org/10.1080/00393541.2015.11518965.

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34

WANG, YIWEI. "Between Science and Art: Questionable International Relations Theories." Japanese Journal of Political Science 8, no. 02 (2007): 191. http://dx.doi.org/10.1017/s1468109907002629.

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35

Zangwill, Nick. "Are There Counterexamples to Aesthetic Theories of Art?" Journal of Aesthetics and Art Criticism 60, no. 2 (2002): 111–18. http://dx.doi.org/10.1111/1540-6245.00059.

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36

Shorkend, Danny. "Idealist theories of sport in relation to art." Journal of Aesthetics & Culture 10, no. 1 (2018): 1422923. http://dx.doi.org/10.1080/20004214.2017.1422923.

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37

Rathjen, Michael. "The Art of Measuring the Strength of Theories." Notices of the American Mathematical Society 70, no. 07 (2023): 1. http://dx.doi.org/10.1090/noti2733.

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38

Stanco, Michele. "Art and beauty. Linguistic versus psychological aesthetic theories." Recherches anglaises et nord-américaines 36, no. 1 (2003): 47–68. http://dx.doi.org/10.3406/ranam.2003.1668.

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In his dialogues Plato distinguished poetry as ‘inspiration from poetry as ‘technique’. Taking a hint from this archetypal distinction (as well as, inevitably, from the overstaying opposition between ‘idea’ and ‘matter’), the paper explores some of the most momentous phases in the history of criticism, from the earliest documents on poetry to the contemporary aesthetic debate. In so doing, it points to the irremediable and continuing dualism of a critical tradition, which has alternatively emphasised the ideal elements of beauty or the material constituents of art.

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39

Sayapina, Natalia N., and Mohammed K. Al-Jazaeri. "Theoretical and methodological principles in development of art education." Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology 12, no. 3 (47) (2023): 267–75. http://dx.doi.org/10.18500/2304-9790-2023-12-3-267-275.

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The study appears relevant due to the need of theoretical and applied pedagogy to research the issues of art education concerning its theoretical and methodological aspects. The purpose of the research is to study the theoretical and methodological principles in development of art education. Attention is drawn to the content of the Art Education Framework as a federal-level document that develops the strategy of the cultural policy of the Russian Federation in the designated area and regulates art education in educational organizations of different levels. Research results. It is shown that th

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40

Monseré, Annelies. "Non-Western Art and the Concept of Art: Can Cluster Theories of Art Account for the Universality of Art?" Estetika: The European Journal of Aesthetics 49, no. 2 (2012): 148. http://dx.doi.org/10.33134/eeja.95.

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41

Ebitz, David. "Sufficient Foundation: Theory in the Practice of Art Museum Education." Visual Arts Research 34, no. 2 (2008): 14–24. http://dx.doi.org/10.2307/20715471.

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Abstract Three groups of museum educators were invited to list theories that inform their practice at annual conventions of the National Art Education Association and at a workshop sponsored by the Museum Educators of Southern California. Most educators cited psychological theories of learning, beginning with Gardner’s theory of multiple intelligences and Csikszentmihalyi’s flow or psychology of optimal experience, stage theories of development beginning with Piaget, and constructivist theories of learning and meaning making beginning with Dewey, Vygotsky, and Falk and Dierking’s contextual mo

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42

Shapiro, Bella L. "FASHION, ART AND ARTS PRACTICE: A HISTORIOGRAPHY OF THEIR RELATIONSHIP." Articult, no. 1 (March 2024): 5–12. http://dx.doi.org/10.28995/2227-6165-2024-1-5-12.

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The central theme of this research is a reflection on the evolution of philosophical ideas about the relationship between fashion and art, from its origins in the Age of Enlightenment to the present. The order of appearance of the first theories of fashion, linking fashion and art, their orientation traced. We investigated the evolution of these theories and the conditioning of the evolution by various social causes and intellectual trends. And we also followed up the transformation of fashion theories as an art form under the influence of contemporary artistic practices. The conclusion of the

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43

Kronberger, Alisa, and Lisa Krall. "Agential realism meets feminist art. A diffractive dialogue between writers, theories and art." Matter: Journal of New Materialist Research 2, no. 2 (2021): 25–49. http://dx.doi.org/10.1344/jnmr.v2i2.35889.

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This article invites readers to follow our diffractive dialogue, which reflects on our interdisciplinary collaboration in thinking and writing with Karen Barad. Working with Barad’s diffractive methodology, we bring her agential realism, insights from quantum physics and feminist theories to contemporary feminist art. The aesthetic practices of three art works are discussed, and we argue that these call for an understanding of eco-, capitalist-, colonialist- and feminist critique as interrelated phenomena in the sense of agential realism. This is because it is not only the art works themselves

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44

Jiang, Xinyi, and Yi Gu. "Integration of Red Resources in Middle School Art Teaching Practice Research." Journal of Education and Educational Research 8, no. 2 (2024): 222–25. http://dx.doi.org/10.54097/f3b5fg79.

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The integration of red resources is an important aspect of middle school art education, and incorporating the spirit and culture of the color red into middle school art classrooms holds significant significance. This paper, using art as a medium, explores the educational pathway of integrating red resources into middle school art education by examining and analyzing primary and secondary school curricula and teaching theories, core literacy teaching theories, new art curriculum standards, and subject textbooks. Through investigating teaching methods to enrich the forms of art curriculum conten

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45

Silvia, Paul J. "Cognitive Appraisals and Interest in Visual Art: Exploring an Appraisal Theory of Aesthetic Emotions." Empirical Studies of the Arts 23, no. 2 (2005): 119–33. http://dx.doi.org/10.2190/12av-ah2p-mceh-289e.

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Since Berlyne's seminal research, the study of experimental aesthetics has examined interest as a response to art. The present research explores the implications of appraisal theories of emotion for the study of interest as an emotion relevant to aesthetics. Participants viewed pictures of modern experimental visual art and rated each picture for interest and for appraisals of complexity and comprehensibility. Multilevel modeling assessed the within-person effects of appraisals on interest. As predicted by appraisal theories, both appraisals significantly and strongly predicted interest at the

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46

Jason C. White. "A Theory of Why Arts Entrepreneurship Matters." Journal of Arts Entrepreneurship Education 3, no. 2 (2021): 4–16. http://dx.doi.org/10.46776/jaee.v3.65.

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Although consensus on a definition of Arts Entrepreneurship (AE) is helpful, formal theories are needed to help AE researchers and educators explain what the general AE process is and why it matters. As discussed in this article, such theories can help us understand the relationship between art innovation, art market creation and art value exchange in Artworlds. Such theories can also help AE educators in particular clarify distinctions and similarities between the systematic practice of AE and business entrepreneurship, challenge past and present assumptions about AE and may encourage AE educ

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47

Eriksson, Birgit. "The Uses of Art: Contemporary Changes in Cultural Consumption and the Function of Art." Culture Unbound 3, no. 3 (2011): 475–88. http://dx.doi.org/10.3384/cu.2000.1525.113475.

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In recent years aesthetics and cosmopolitanism have been linked in new ways. On the one hand, contemporary research in the sociology of art indicates an increasing openness and a potential cosmopolitanism in aesthetic taste and consumption. On the other hand, aesthetic concepts and ideals play an important but often implicit role in some of the theories of globalization and cosmopolitanism that inform cultural studies. By examining the interaction between these two tendencies and relating it to sociological and aesthetic theories, I will discuss the characteristics and the possible social impl

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48

Quay, John, Robert Brown, Jennifer Andersen, and Marnee Watkins. "The Art of Education and the Work(ing) of Art: Theorizing Museum Educator Pedagogies." Journal of Aesthetic Education 56, no. 1 (2022): 74–93. http://dx.doi.org/10.5406/15437809.56.1.05.

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Abstract Museum education is a complex and specialized endeavour, even more so when involving partnerships with schools. In this paper, we engage with theories that support understanding of museum-educator pedagogies. Dewey's notion of occupations is explored as offering a better theorization of pedagogical possibilities than that available through ideas associated with identity. Museum-educator pedagogies shape occupations, as the coherence of interest-purpose-meaning. Such shaping is not a purely individual human action, as occupations are social and material, as being-in-the-world. Heidegge

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49

Shah, Amar, Federico Mora, and Sanjit A. Seshia. "An Eager Satisfiability Modulo Theories Solver for Algebraic Datatypes." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 8 (2024): 8099–107. http://dx.doi.org/10.1609/aaai.v38i8.28649.

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Algebraic data types (ADTs) are a construct classically found in functional programming languages that capture data structures like enumerated types, lists, and trees. In recent years, interest in ADTs has increased. For example, popular programming languages, like Python, have added support for ADTs. Automated reasoning about ADTs can be done using satisfiability modulo theories (SMT) solving, an extension of the Boolean satisfiability problem with first-order logic and associated background theories. Unfortunately, SMT solvers that support ADTs do not scale as state-of-the-art approaches all

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50

Fernández, María. "Gordon Pask: Cybernetic Polymath." Leonardo 41, no. 2 (2008): 162–68. http://dx.doi.org/10.1162/leon.2008.41.2.162.

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Despite his influence in art, architecture and theater, British cybernetician Gordon Pask is rarely acknowledged in histories of digital culture and virtually unknown in the history of art. Pask is better known as a theoretician than as an artist or designer, although his machines, artwork and theories were closely related. This article investigates the relevance of specific aspects of Pask's theories to his best-known artwork, The Colloquy of Mobiles, to illustrate his characteristic unification of science and art, and theory and material experimentation. Select works of contemporary art are

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