Cognitive aspects of pictorial address and seriality in art: A practice-led investigtion

The following thesis applies theories and findings from cognitive psychology to notions of pictorial address and seriality in art. It is interdisciplinary and practice-led, culminating in a written outcome and a portfolio of creative work. The thesis suggests a model for the exchange of ideas within experimental psychology, art practice and art theory. The research evaluates historical and theoretical notions of pictorial address in light of concepts within visual cognition. Theories of address often refer to the temporal, spatial and postural qualities of art spectatorship. Here they are aligned with relevant psychological concepts including gist extraction, spatial representation and embodied simulation in order to make the underlying perceptual and cognitive processes explicit. There is an emphasis on seriality as a mode of address and pictorial artworks that comprise multiple discrete but related instances displayed together. Two case studies consider the serial output of Claude Monet and Andy Warhol in terms of cognitive theories of concept formation and exposure effects, respectively. The direct impact of features of seriality on the viewer in each case is discussed relative to existing art theory and established art historical narratives. The thesis culminates with presentation and discussion of the portfolio of creative work that both informed and was informed by the theoretical research. The outcomes comprise paintings, drawings, photography and mixed media installation that explore properties of variation, repetition and relational knowledge within pictorial address.

Author dc:creator

• Kass, Jason

• Psychology
• History of Art
• Fine Art
• Painting
• Visual Communication

Statement dc:rights

• cc_by_nc_nd

Language dc:language

en

Identifier

Kass, Jason <https://ualresearchonline.arts.ac.uk/view/creators/Kass=3AJason=3A=3A.html> (2017) Cognitive aspects of pictorial address and seriality in art: A practice-led investigtion. PhD thesis, University of Southampton.

OAI identifier oai:identifier

oai:ualresearchonline.arts.ac.uk:10770