Cognition: What We Know and What It Means for Art Teachers.

Autor/in	Stinespring, John A.
Titel	Cognition: What We Know and What It Means for Art Teachers.
Quelle	(1991), (34 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Art Education; Art Teachers; Cognitive Development; Cognitive Psychology; Cognitive Structures; Divergent Thinking; Elementary Secondary Education; Epistemology; Evaluation Methods; Knowledge Level; Learning Processes; Literature Reviews; Metacognition; Problem Solving; Thinking Skills + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Art teacher; Kunsterzieher; Kunsterzieherin; Kognitive Entwicklung; Kognitive Psychologie; Cognitive structure; Kognitive Struktur; Erkenntnistheorie; Wissensbasis; Learning process; Lernprozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Denkfähigkeit
Abstract	This paper reviewed literature on cognition to help art teachers understand what they can learn from the huge body of literature that has been generated by cognitive psychologists. It is argued that, in this information society, teaching memorization skills is not enough; students must learn problem-solving skills. A long list of specific thinking processes that have been researched is reported, and it is noted that many cognitive psychologists have attempted to compare the problem-solving processes of experts with novices. Experts, it is concluded, spend much more time than novices on improving the meaning of what they write, or on analyzing a problem. Experts use pattern recognition based on abstract principles. In addition, a major difference between experts and novices centers on metacognitive functioning, one of the most consistent themes in cognitive psychological research. Art teachers usually work with individual students to understand their cognitive approaches; this metacognitive approach ensures that the quality of the performance is assessed, rather than just the finished product. Analogic reasoning, metaphors, and synetics are also reviewed. Research about intuition as cognition and the use of symbols as they relate to cognition and art are described, and the advantages of active applications of knowledge are identified. The final sections of the document address problem-solving as central to cognition; better cognitive skills result in more effective problem-solving skills. The advantages of art include engaging the imagination, fostering flexible ways of thinking, developing disciplined effort, and building self-confidence. (KM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01