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Young children’s responses to artworks: the eye, the mind and the body
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Type
Thesis
Author
Lye, Jacqueline Wai Yu
Supervisor
Bacsal, Myra Garces
Wright, Susan (Susan Kay)
Abstract
This study investigates young children’s responses to viewing artworks in a preschool setting. It examines features of young children’s responses of what they see, think and feel when they view artworks and how these responses vary with artworks of different styles and content. The study also considers how teacher facilitation influences children’s responses to artworks. The data was obtained from the responses of 15 young children aged five to six years during five art viewing sessions facilitated by their class teacher. Open-ended questionnaires were administered to both the children’s parents and teacher to ascertain the children’s background, exposure, and involvement in art. A mixed-method approach was adopted in looking at young children’s responses to artworks. The data from the parent survey and the art viewing sessions were analysed quantitatively using descriptive statistics while the children’s responses and teacher’s comments were analysed qualitatively using Grounded Theory. Findings revealed that children respond to artworks visually, cognitively and somatically in that they talk about what they see, think and feel. The children’s comments featured content, formal art elements, personal connections, creativity and imagination, affect and vocalisms, with personal connections making up two-thirds of their responses. The children focused on describing content in artworks depicting people, while abstract artworks elicited comments that were more creative and imaginative. Implications for teachers, arts educators, and parents are discussed. This study highlights the rich experiences that young children gain from viewing artworks and the importance of including art viewing into the early childhood art curriculum in Singapore.
Date Issued
2015
Call Number
LB1140.5.A7 Lye
Date Submitted
2015