The influence of verbal cues on young children's categorization of works of art

This study examined the influence of verbal cues on children's categorization of art work. The children, four, five, and six year olds, performed a matching task showing the influence of the verbal cues. These verbal cues represent the type of classification used by experts in the art field: style, type of media used, the artist's name, a nonsense word, the date the art work was created, or a statement of the artist's philosophy. The children asked to give a reason for their match. The slides were grouped according to taxonomic levels: superordinate, basic, and subordinate. The results show a significant difference in how the children at each age level use verbal cues. There was also a significant difference between age and group performance across verbal cues. The reasons why children chose to classify art work by style or subject were examined. The reasons may indicate that children are aware of style but have no verbal means of describing style. The results of an analysis of the taxonomic levels suggest that basic level categorization in art may not help children discern style differences.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Art Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Belleville, Patricia James

Contributors dc:contributor

• Hardiman, George W.

• Education, Art
• Education, Curriculum and Instruction

Statement dc:rights

• Copyright 1996 Belleville, Patricia James

Language dc:language

eng

Identifier

(UMI)AAI9702461
9780591087871
AAI9702461

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/21285