How Would Theory of Mind Play a Role in Comprehending Art?

Autor/in	Keskin, B.
Titel	How Would Theory of Mind Play a Role in Comprehending Art?
Quelle	In: Early Child Development and Care, 179 (2009) 5, S.645-649 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Cognitive Development; Social Cognition; Comprehension; Art; Music; Children; Perspective Taking + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Soziale Kognition; Verstehen; Verständnis; Arts; Kunst; Musik; Child; Kind; Kinder; Zukunftsperspektive
Abstract	The way theory of mind takes part in comprehension of art is examined in this article. Because theory of mind and understanding of artwork involves some symbolic competency, the link between comprehending art (i.e., drawing, painting, sculpture, and music) and theory of mind is explained through symbolism. To understand a piece of symbolic artwork, it is necessary for a child to be able to hold both "the real," what is immediately seen or perceived (namely, the symbols) from an artwork, and the "represented," what the symbols refer to. This resembles the acquisition of theory of mind which requires the understanding that appearance may correspond to something else. The relationship between the comprehension of art and the theory of mind is also examined from different perspectives such as relativism. Suggestions are made for early childhood teachers regarding how art can be used to improve children's theory of mind. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10