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How does research in empathetic critique, of 3-D artwork for high school students with diverse learning styles, promote deeper understanding of aesthetic values?

This study incorporates  an art critiquing approach to improve critical thinking skills and to use cognitive functions of the brain to express visual art perception. It uses this treatment to better understand the learning process in Empathic critiquing with cognitive methods to foster visual arts concepts. The research is part of the development of an art critique form that challenges the way students look at art and respond with written remarks. ​
Literature Review
Gormley K., McDermott, P (p2)(2016)Common Core State Standards integrated the creative arts into English language
  arts units for grades 3, 6, and 9.
  • Using content analysis as the method, the research findings indicate the creative arts are largely absent from these curricula. 
  • Wording to publishers that stated term like “ extremely sparging in offering activities that are not text-based”.
  •  Images and Diagrams have been used sparingly within the text.

Kisida, B; Bowen, D. H.; Greene, J. P. (171-187 2016) A problem for the arts' role in education has been a lack of rigorous scholarship that demonstrates educational benefits.
  • This Research on Educational Effectiveness take students to an art museum to have students critique Art to see what effects it had on Critical Thinking.
  • What they found out was that students were affected by the fieldtrip in other way also. Stronger recall of artwork details and willing to visit more museums in the future.  
  • They administered surveys to 10,912 students and 489 teachers at 123 different schools over three weeks, on average, after the treatment group received its tour.
  • The student surveys included multiple items assessing knowledge about art as well as measures of critical thinking, historical empathy, tolerance, and sustained interest in visiting art museums.


Mason, Steedly, & Thormann, (2017) This research resulted in three key findings: voice, choice, and access. Impact of arts integration on voice help participants to express emotion in appropriate ways.
  • Choice, decision-making and problem solving are important developments for preparing children with disabilities to be active and independent citizens and access the inherent flexibility of all art forms.
  • Mason’s study covered social, cognitive, and artistic development among students with disabilities.
  • The proposed study did not include students with disabilities because it is not practical or safe for them to be in a Ceramics 1 class, but cognitive function is important to all students as expressed in Mason.


Subramaniam, M., Hanafi, J., & Putih, A. T. (2017) This research used similar methods for critiquing art with Feldman’s method 1982 (1) description, (2) formal analysis, (3) interpretation, and (4) judgment  and studio practice to their study.
  • Their findings showed most students performed slightly better than average in the critical analyses and performed best in selecting analysis among the four dimensions assessed.
  • In the context of the students' studio practice and critical ability, findings showed there are some connections between the students' art critical ability and studio practice.
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