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CONTRIBUTORS:
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CONFERENCE NAME:
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CONF. LOCATION:
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None
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CONFERENCE YEAR:
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2008
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PUB TYPE:
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Conference Presentation
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SUBJECT(S):
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CURRENT GESTALT ISSUES: MODELLING MENTAL PROCESSING of the DECOS
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DISCIPLINE:
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Information Systems/Technology
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HTTP:
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http://www.conf-decos.net/
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LANGUAGE:
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English
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PUB ID:
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103-444-747
(Last edited on
2008/09/23 01:15:30 GMT-6)
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SPONSOR(S):
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ABSTRACT:
The paper concerns a historical survey concerning Gestalt theoretical applications in arts and education in the 20th century, besides researcher’s Gestalt theoretical adaptation model in art education.
The focus is on Gestalt philosopher C. von Ehrenfels, M. Wertheimer as a pioneer of Gestalt psychology and R. Arnheim as a ‘Gestalt art psychologist’. Thus, art academy Bauhaus represented one of the most important institutions in which Gestalt theory was applied in art education (e.g. Klee, Kepes). All these Gestalt theorists were talented in arts, which have had an overall effect on the development of Gestalt theories from the initial period to the current applications.
In the first decades of 20th century, Gestalt theoretical movement was searching its most applicable domains in general and applied education. In the 40’s and 50’s Gestalt therapy was created by Perls, from which Gestalt didactics was applied in education in the 50’s and 60’s (e.g. Seel). In addition, Gestalt pedagogical movement rose in the middle of the 70’s by Petzold and Brown. The effect of arts in Gestalt theoretical education was not so apparent, but creativity was instead. On the contrary, the papers of M. Wertheimer concerned arts; mainly his formulation of Gestalt laws, the theory of productive thinking and the learning process by “insight”. R. Arnheim’s research and writings concerned all arts, particularly visual arts, perception and art education. But, von Ehrenfels’ references and effect on art and art education is lacking, even his writings concerned mainly art and aesthetics - which is one of the main parameters in creating, perceiving, learning and teaching arts.
The author’s view and model in art education consist of parameters Gestalt quality and insight, which together form the basis of qualitative art education (and learning). I will demonstrate the model with a schema that consist of (1) level of learning, (2) steps of teaching, to which (3) the level of student’s developmental phase is added. Above all, the final model presents (4) the (possible) appearance of the Gestalt Quality, or insight in qualitative art.
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