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Art and Cognition: Integrating the Visual Arts in the - download pdf or read online

By Arthur D. Efland

ISBN-10: 080774218X

ISBN-13: 9780807742181

ISBN-10: 0807742198

ISBN-13: 9780807742198

An exam of the cognitive implications of schooling within the arts to determine how, or even if, contributors can enhance their powers of suggestion extra absolutely via widening their figuring out of the humanities. the writer discusses 3 difficulties which could impact the prestige of arts in the lecture room.

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Extra info for Art and Cognition: Integrating the Visual Arts in the Curriculum

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According to Bruner (1985), this has to do with the ways that educators “arrange the environment to enable the child to reach a higher or more abstract ground from which to reflect, ground on which he is enabled to be more conscious” (p. 23). The zone is defined by Vygotsky as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.

The process of assimilation does not result in a change of schemata but it does allow for their growth. Since an adult’s cognitive structures are different from those of a child, Piaget accounted for this process of change by the process of accommodation. When learners encounter a new stimulus, they may try to assimilate it into an existing schema, but this is not always possible. For example, a child may have a specific schema for animals that includes having four legs, fur, and a tail. This would apply to all dogs and cats, but eventually the child takes notice of differences between dogs and cats.

In the new cognitivism, of course, all our mental activities were considered cognitive. . This was change enough. But with respect to science, mathematics, and most of the other school subjects, it did not involve a change in how they were categorized. These subjects were cognitive before the change and cognitive afterwards. . In the case of the arts, it was a change of category. They had been affective which meant non-cognitive. Now they were cognitive, which included the intuitive, the creative, and the emotional.

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Art and Cognition: Integrating the Visual Arts in the Curriculum by Arthur D. Efland


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