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Radical systems thinking and the future role of computational modelling in ergonomics: an exploration of agent-based modelling
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| 2 |
Using Kaleidographic to visualize multimodal relations within and across texts
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| 3 |
Engaging creativity: Employing assessment feedback strategies to support confidence and creativity in graphic design practice
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| 4 |
Mind, language and artworks as real constraints on students’ critical reasoning about meaning in art
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Abstract:
To engage in discussions of artwork meaning is to engage in critical reasoning, a factor that is central to the interpretation of artworks in the art classroom. While this may appear as a common-sense claim that reflects the tacit assumptions most art educators have about students' critical dispositions in art, it is also evident that little is known about the deeper structures underlying students’ critical reasoning and how such structures shape students’ interpretations of artworks. Drawing on my research on students’ theories of critical meaning in art, this article explores the nature of practical and theoretical constraints on students’ critical reasoning about the meaning of artworks. I account for how intentional beliefs, language and representational artefacts function as a nexus of real constraints that condition students’ advance into interpretations of the social meaning of art. After briefly outlining the design and methodology of my study, I examine students’ critical reasoning performances during the formative period of development between middle to late childhood. The findings reveal that with increasing age students gradually learn to exercise their own critical intentions and represent inferences that acknowledge the significance of constitutive rules and force of a collective intentionality in the artworld on their interpretations of artworks as artefacts. I then make some conclusions about the relationship of domain-specific shifts in art understanding, the role of intentionality, representational understanding, beliefs about art and reasoning skills to the linguistic, theoretical and artefactual constraints conditioning students’ intuitive advance into real understandings of art.
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Keyword:
1203 Design Practice and Management; 1302 Curriculum and Pedagogy; 1905 Visual Arts and Crafts; art understanding; constraints on meaning in art; critical reasoning; intentionality in art; interpretation; social reality
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URL: https://doi.org/10.1111/jade.12152
http://handle.unsw.edu.au/1959.4/unsworks_49239
http://onlinelibrary.wiley.com/doi/10.1111/jade.12152/full
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| 5 |
"Je lis ça comme je lirais un roman": reading scientific works on hypnotism in late nineteenth-century France
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Patient-centred care: A review for rehabilitative audiologists
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| 7 |
UK survey of clinical consistency in tracheostomy management
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| 8 |
Gautier le leu's du C[on], an old french fabliau of the thirteenth century
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| 9 |
An Australian version of the acceptable noise level test and its predictive value for successful hearing aid use in an older population
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| 12 |
An Australian survey of audiologists' preferences for patient-centredness
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| 13 |
The purposes of playing on the post civil war stage: The politics of affection in William Davenant's dramatic theory
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| 14 |
An investigation of factors that influence help-seeking for hearing impairment in older adults
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| 15 |
Identifying the barriers and facilitators to optimal hearing aid self-efficacy
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| 16 |
The reliability of a severity rating scale to measure stuttering in an unfamiliar language
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| 17 |
Do injury characteristics predict the severity of acute neuropsychological deficits following sports-related concussion? A meta-analysis
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| 18 |
Factors associated with success with hearing aids in older adults
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| 19 |
Walking and talking with living texts: Breathing life against static standardisation
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Exploring the relationship between technology use, hearing help-seeking, and hearing aid outcomes in older adults
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