Guided observation of an artwork as a method in visual art education

Santrić, Marta. (2017). Guided observation of an artwork as a method in visual art education. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Art History. [mentor Alviž, Josipa].

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Abstract

This research is concerned with a topic of guided observation of artwork as a method used in Visual Art Education. In this process students are „led“ through the work of art, during which the professor, using interaction between the students personally and the art piece itself gradually enables students to gain understanding and appreciation. The method has been originally described in the curriculum of the Canadian provence of Saskatchewan. Research of eye movements during art observation has shown that the nature of an art object directs and shapes human way of looking differntly than everday objects which often make it superficial and automatic. The basis of the procedure is the observation itself; the view which is an opinion at the same time. The aim of the process is to understand the artwork and critical reflecion of it achieved by combining the affective and cognitive dimension of human nature. Through seven steps, the method of guided obeservation leads the observer to the natural human need to judge and evaluate. The process that precedes this final, evaluational step ensures thoughtfulness and reasonableness of judgement. In this way, the demand of modern education to stimulate critical thinking is fulfilled. The process of guided observation can therefore be understood as the method of art criticism adapted to the purpose of teaching. In many modern curriculums, art criticism is one of the legitimate disciplines in the field of art education, together with art practice and history of art. Besides stimulating critical thinking, the method of guided observation takes into account the observer's first impression, thus introducing an affective dimension into the sphere of education as a natural part of human personality that promotes and shapes human thinking and activity. Furthermore, the method enables a meaningful, logical articulation of the lesson and provides an opportunity for incorporating and combining different teaching methods (inquiry-based methods, interactive methods, discovery learning, etc.) It also provides an opportunity to evaluate student’s achievements in cognitive but also affective spheres, due to its similarity with logic and structure of Bloom's taxonomy of learning outcomes.

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