Studies and research in art education have centered mostly upon curriculum issues, creativity development, and perceptual or cognitive skills. The purpose of this study was to :identify, isolate, and define various components of expression relating to visual art. The literature suggests various aspects of expression inherent in viewing and forming visual art, but the connections between these components appear unclear. An explanatory theoretical framework was therefore developed as a logical means of portraying and examining components affecting visual expression and their potential relationships.The problem of the study focuses on two research questions: (1) what components of expression can be identified within the literature of art and art education, and (2) what theoretical relationships can be hypothesized among these components: The purpose of the study was to develop a t :eoretical framework utilizing expressive components which might generate furtherr knowledge of expression in the visual arts.The methodology develops the procedures involved in determining what factors affect expression within the visual arts and suggests possible theoretical ponents of visual art expression are:General Response,interrelatedness among these components. The procedures consisted of: (1) conducting an exploratory research to determine factors thought to affect visual expression, (2) defining and examining features of theory models, (3) investigating the functions of theory types, and(4) examining and utilizing appropriate techniques necessary to develop a theory model. The initial research resulted in consideration of expression in three areas: the artist, the art product, and the response of the observer.The result of the research is the Expressive Components Model. In a cybernetic theory framework, the model provides a basis for explaining, interpreting, and suggesting the functions and relationships of individual factors affecting visual expression. The identified comSelective Response, Conceptual Planning, Aesthetic Response, Production, Reaction, and the Art Product. The procedures used for selection of components considered significant in analyzing art forms are detailed in the section depicting the model development.The culmination chapter summarizes and provides implications and recommendations for art education purposes. Observations drawn from the study are presented as they relate to the purpose of the study and to the Expressive Components Model. Development of the Expressi°vve Components 3Model may be useful in defining and examining the expressive qualities found in art works. Art education usage of the model may be the most worthwhile result of the research. Students of art may respond with a be `ter understanding of how and why an art work is expressive instead of relying solely on intuition and feeling. Most importantly, the Expressive Components Model may generate additional research on expression and the components which seem to affect visual expression in the arts.
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/181552 |
| Date | 03 June 2011 |
| Creators | Unseld, Teresa S. |
| Contributors | Dorethy, Rex E. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | vi, 130 leaves : ill. ; 28 cm. |
| Source | Virtual Press |
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