University of Canterbury Home
    • Admin
    UC Research Repository
    UC Library
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    1. UC Home
    2. Library
    3. UC Research Repository
    4. Faculty of Education | Te Kaupeka Ako
    5. Education: Theses and Dissertations
    6. View Item
    1. UC Home
    2.  > 
    3. Library
    4.  > 
    5. UC Research Repository
    6.  > 
    7. Faculty of Education | Te Kaupeka Ako
    8.  > 
    9. Education: Theses and Dissertations
    10.  > 
    11. View Item

    What Makes Art Good?A Case Study of Children’s Aesthetic Responses to Art Works (2011)

    Thumbnail
    View/Open
    TobyGreenwoodThesisforUClibrary.pdf (1.604Mb)
    Type of Content
    Theses / Dissertations
    UC Permalink
    http://hdl.handle.net/10092/5751
    http://dx.doi.org/10.26021/9491
    
    Thesis Discipline
    Education
    Degree Name
    Master of Education
    Publisher
    University of Canterbury. Educational Studies and Human Development
    Collections
    • Education: Theses and Dissertations [626]
    Authors
    Greenwood, Toby
    show all
    Abstract

    This study explores what 10-12-year-old students say they like and value in works of visual art. As the participants talk about their own and other people‟s art works they are formulating and expressing aesthetic responses and beginning to shape their individual aesthetic awareness. Because of the age of the participants, the exploration is framed in terms of “what makes art good”. The research was prompted by the introduction and implementation of the New Zealand Curriculum (2007), which not only positions art as a core area of learning, but also outlines values and key competencies that characterise a constructivist approach to knowledge. Such an approach requires active engagement by learners and suggests that it is important for teachers to understand their students‟ values and views. However, in the field of art education there is little published material that examines the views and reactions of students. A broadly qualitative approach to the case study was taken, drawing particularly on phenomenography and narrative. The study found that 10-12 year-old students do actively make judgements about art works, and while there are common themes that occur repeatedly, the bases of such judgement vary from student to student. The study also found students‟ ways of approaching art-making varied, with some, for example, concerned predominantly with the technical process while others were more interested in imagery or narrative intention. The thesis argues that it is important for teachers to be aware of how their students individually process their aesthetic responses in order to develop relevant and appropriate programmes.

    Keywords
    art; 10-12-year-olds; aesthetic responses
    Rights
    Copyright Toby Greenwood
    https://canterbury.libguides.com/rights/theses

    Related items

    Showing items related by title, author, creator and subject.

    • What do parents perceive supports their 11-to-13 year-old young adolescent children in reading? 

      Fletcher, J.; Nicholas, K. (University of Canterbury. School of Teacher Education, 2016)
      Learning to read is a complex process with many people being influential in supporting the success of students. As young adolescents often tend to show a lower motivation to read and also as at this critical time in their ...
    • I am illiterate, they are educated; what can I say to them?: A playful exploration of the impact of performative presentation of case study data. 

      Greenwood J; Hasnat M (2017)
      How will data change if it is presented not only simply in written text but through dramatic presentation? The data for this exploration comes from a doctoral project investigating rural parents’ engagement in education ...
    • What makes feedback work for primary school students? An investigation of the views of some Year 8 students. 

      Williams, Judith Airini (University of Canterbury. Educational Studies and Leadership, 2013)
      I investigated the problem of why some students do not implement the feedback they are given, when the feedback they receive is formulated in accordance with what we know about best practice in the giving of feedback. I ...
    Advanced Search

    Browse

    All of the RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThesis DisciplineThis CollectionBy Issue DateAuthorsTitlesSubjectsThesis Discipline

    Statistics

    View Usage Statistics
    • SUBMISSIONS
    • Research Outputs
    • UC Theses
    • CONTACTS
    • Send Feedback
    • +64 3 369 3853
    • ucresearchrepository@canterbury.ac.nz
    • ABOUT
    • UC Research Repository Guide
    • Copyright and Disclaimer
    • SUBMISSIONS
    • Research Outputs
    • UC Theses
    • CONTACTS
    • Send Feedback
    • +64 3 369 3853
    • ucresearchrepository@canterbury.ac.nz
    • ABOUT
    • UC Research Repository Guide
    • Copyright and Disclaimer