Articulating Aesthetic Understanding Through Art Making
The University of Georgia
Citation: Costantino, Tracie. (2007) Articulating aesthetic understanding through
art making. International Journal of Education & the Arts, 8(1). Retrieved [date]
In this article I will present case study research of an elementary school art
teacher who provided both verbal and visual means for students to respond to art
while on a museum field trip. I will focus on how the students' drawings from
memory and artwork in their sketchbooks present compelling articulations of
their understandings of certain artworks. I will also discuss how their reflective
writing about the field trip supports and elaborates on their visual articulation,
and how the students' works are manifestations of qualitative reasoning, visual
thinking, and imaginative cognition (Efland, 2004) in addition to linguistic
thinking. Through this discussion, I hope to illustrate the essential role of imagebased,
nonlinguistic thinking (as in visual thinking, qualitative reasoning, and
imagination) in interpreting and expressing understanding of works of art.
This article is available in PDF format.