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Art and Human Development.

By: Milbrath, Constance.
Contributor(s): Lightfoot, Cynthia.
Material type: TextTextSeries: eBooks on Demand.Jean Piaget Symposia Series: Publisher: London : Taylor and Francis, 2013Copyright date: ©2012Description: 1 online resource (304 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9781136643057.Subject(s): Arts -- Psychological aspects | Creative ability | Electronic books. -- localGenre/Form: Electronic books.Additional physical formats: Print version:: Art and Human DevelopmentDDC classification: 153.35 Online resources: Click here to view this ebook.
Contents:
Cover -- Art and Human Development -- Title Page -- Copyright Page -- Table of Contents -- Preface -- Contributors -- Chapter 1 Art and Human Development: Introduction -- PART I Art in the Context of Culture -- Chapter 2 Science, Religion, and Pictures: An Origin of Image Making -- An Evolution of "Art"? -- Consciousness -- Elements of Religion -- A Neurological Bridge -- An Ethnographic Example -- "Inventing" Pictures -- Reaching Out -- Religion, Art, and Social Discrimination -- Consciousness and Strife -- Chapter 3 Comparative Developmental and Social Perspectives on the Mystery of Upper Paleolithic Art -- Symbolic Lifeways and Cognition: The Neurological Bridge -- The Distribution of Upper Palaeolithic Social Groups in Europe: Social Networks -- The Development of an Art Form: Aesthetic Considerations -- Chapter 4 Hip-Hop Culture, Youth Creativity, and the Generational Crossroads -- Hip-Hop's Creative Origins and the Four (or More) Elements -- Hip-Hop, Spatiality, and the Global-Local Nexus -- Creativity and the Culture Industries -- Hip-Hop Creativity: Not Just a Youth Issue -- Conclusion -- Chapter 5 Commentary: Hip-Hop Culture, Youth Creativity, and the Generational Crossroads From a Human Development Perspective -- Introduction and History -- A Developmental Perspective -- Hip-Hop and Context-Relevant Identity Development -- Hip-Hop and the Mainstream -- Hip-Hop and Hypermasculinity -- Hip-Hop and Females -- Conclusion -- PART II Educating the Artists and Using the Arts to Educate -- Chapter 6 "Why Should I Write?" Said the Pencil. "What Else Can You Do?" Said the Knife: Or, Why I Can't Tell You Why I Am a Composer -- Early Discoveries in Music -- Adolescent Preoccupations: Experimenting With Sounds and Notating Compositions -- Passion and Commitment: Moving Toward Music as a Career Path -- Discovering My Own Compositional Voice.
New Worlds, Expanding Sonorities, and Stocking the Composer's Toolbox -- Thoughts on Musical Creativity: The Process of Composing -- Chapter 7 Commentary: A View of Levinson's Development -- Introduction -- Coupled Examples of Dialectical Spirals -- Teachers -- Musical Logic -- Developing a Unique "Voice" -- Conclusions -- Chapter 8 Every Shut Eye Ain't Sleep: Modeling the Scientific From the Everyday as Cultural Process -- Literary Reasoning in Everyday and Canonical Narrative Texts -- Student Engagement in Literary Reasoning: Pedagogical Implications -- Conclusion -- Chapter 9 Commentary: Adolescents' Purposeful Uses of Culture -- What Is Culture? -- Cultural Modeling to Address Inequality -- What Is Development? -- PART III Artistic Development -- Chapter 10 Children as Intuitive Art Critics -- Plan of the Next Five Sections of Investigation -- A Very Brief Look at Pictures -- It Is Not Easy to Define the Field -- A Look at Developmental Issues -- Back to Interview Data -- A Simplification for the Future: A General Polarity -- Chapter 11 Commentary: But Is It Art? -- But Is It Art? -- Putting Development Back Into Developmental Theory -- Chapter 12 A New Lens on the Development of Social Cognition: The Study of Acting -- History of Western Theatre -- Modern Theories of Acting: Technique Versus Method -- Acting as a Lens on Social Cognition: Theory and Evidence -- Concluding Thoughts -- Chapter 13 Commentary: Advanced Social Cognition in the Literary Arts -- Writers -- Audiences (Readers and Viewers) -- Actors -- Author Index -- Subject Index.
Summary: This interdisciplinary volume explores art, its development, and its role in the construction of knowledge. Presenting theory and research on artistic development as a cultural and creative endeavor, contributors examine the origins of human art during the Paleolithic cultural revolution, as part of a modern cultural transformation, in the growth of a creative artist, and in developing children. Target chapters expressing the disciplinary perspectives of psychology, archaeology, communications, education, and the performing arts are followed by commentaries from internationally acclaimed scholars of human development. Part 1 explores how cultures harness and exploit the arts to give expression to values, social practices, and traditions. This section traces the emergence of new art forms that arose during social unrest, including the symbolization of spiritual beliefs expressed on the walls of Paleolithic caves, and the racial identity and cultural values expressed in the media of the hip-hop generation. Part 2 examines the journeys of a composer and a group of students to highlight the process of becoming an artist and the role education plays in its development. The book concludes with a focus on the development of aesthetic appreciation and artistic activity in childhood and adolescence, including, for example, how a child's developing theory of mind affects appreciation for the arts, and how developing empathy and emotional regulation contribute to the cognitive and affective underpinnings of acting in adolescence. As a whole contributors explore the developmental, sociocultural, and evolutionary processes that make the creation and experience of art possible. Intended for researchers and advanced students in both human development and the arts, this book will also serve as a textbook for advanced courses on psychology and the arts and/orSummary: special topics courses in cognitive and/or human development.
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Item type Current location Call number URL Status Date due Barcode
Electronic Book UT Tyler Online
Online
BF408 -- .A726 2010 (Browse shelf) http://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=1192859 Available EBC1192859

Cover -- Art and Human Development -- Title Page -- Copyright Page -- Table of Contents -- Preface -- Contributors -- Chapter 1 Art and Human Development: Introduction -- PART I Art in the Context of Culture -- Chapter 2 Science, Religion, and Pictures: An Origin of Image Making -- An Evolution of "Art"? -- Consciousness -- Elements of Religion -- A Neurological Bridge -- An Ethnographic Example -- "Inventing" Pictures -- Reaching Out -- Religion, Art, and Social Discrimination -- Consciousness and Strife -- Chapter 3 Comparative Developmental and Social Perspectives on the Mystery of Upper Paleolithic Art -- Symbolic Lifeways and Cognition: The Neurological Bridge -- The Distribution of Upper Palaeolithic Social Groups in Europe: Social Networks -- The Development of an Art Form: Aesthetic Considerations -- Chapter 4 Hip-Hop Culture, Youth Creativity, and the Generational Crossroads -- Hip-Hop's Creative Origins and the Four (or More) Elements -- Hip-Hop, Spatiality, and the Global-Local Nexus -- Creativity and the Culture Industries -- Hip-Hop Creativity: Not Just a Youth Issue -- Conclusion -- Chapter 5 Commentary: Hip-Hop Culture, Youth Creativity, and the Generational Crossroads From a Human Development Perspective -- Introduction and History -- A Developmental Perspective -- Hip-Hop and Context-Relevant Identity Development -- Hip-Hop and the Mainstream -- Hip-Hop and Hypermasculinity -- Hip-Hop and Females -- Conclusion -- PART II Educating the Artists and Using the Arts to Educate -- Chapter 6 "Why Should I Write?" Said the Pencil. "What Else Can You Do?" Said the Knife: Or, Why I Can't Tell You Why I Am a Composer -- Early Discoveries in Music -- Adolescent Preoccupations: Experimenting With Sounds and Notating Compositions -- Passion and Commitment: Moving Toward Music as a Career Path -- Discovering My Own Compositional Voice.

New Worlds, Expanding Sonorities, and Stocking the Composer's Toolbox -- Thoughts on Musical Creativity: The Process of Composing -- Chapter 7 Commentary: A View of Levinson's Development -- Introduction -- Coupled Examples of Dialectical Spirals -- Teachers -- Musical Logic -- Developing a Unique "Voice" -- Conclusions -- Chapter 8 Every Shut Eye Ain't Sleep: Modeling the Scientific From the Everyday as Cultural Process -- Literary Reasoning in Everyday and Canonical Narrative Texts -- Student Engagement in Literary Reasoning: Pedagogical Implications -- Conclusion -- Chapter 9 Commentary: Adolescents' Purposeful Uses of Culture -- What Is Culture? -- Cultural Modeling to Address Inequality -- What Is Development? -- PART III Artistic Development -- Chapter 10 Children as Intuitive Art Critics -- Plan of the Next Five Sections of Investigation -- A Very Brief Look at Pictures -- It Is Not Easy to Define the Field -- A Look at Developmental Issues -- Back to Interview Data -- A Simplification for the Future: A General Polarity -- Chapter 11 Commentary: But Is It Art? -- But Is It Art? -- Putting Development Back Into Developmental Theory -- Chapter 12 A New Lens on the Development of Social Cognition: The Study of Acting -- History of Western Theatre -- Modern Theories of Acting: Technique Versus Method -- Acting as a Lens on Social Cognition: Theory and Evidence -- Concluding Thoughts -- Chapter 13 Commentary: Advanced Social Cognition in the Literary Arts -- Writers -- Audiences (Readers and Viewers) -- Actors -- Author Index -- Subject Index.

This interdisciplinary volume explores art, its development, and its role in the construction of knowledge. Presenting theory and research on artistic development as a cultural and creative endeavor, contributors examine the origins of human art during the Paleolithic cultural revolution, as part of a modern cultural transformation, in the growth of a creative artist, and in developing children. Target chapters expressing the disciplinary perspectives of psychology, archaeology, communications, education, and the performing arts are followed by commentaries from internationally acclaimed scholars of human development. Part 1 explores how cultures harness and exploit the arts to give expression to values, social practices, and traditions. This section traces the emergence of new art forms that arose during social unrest, including the symbolization of spiritual beliefs expressed on the walls of Paleolithic caves, and the racial identity and cultural values expressed in the media of the hip-hop generation. Part 2 examines the journeys of a composer and a group of students to highlight the process of becoming an artist and the role education plays in its development. The book concludes with a focus on the development of aesthetic appreciation and artistic activity in childhood and adolescence, including, for example, how a child's developing theory of mind affects appreciation for the arts, and how developing empathy and emotional regulation contribute to the cognitive and affective underpinnings of acting in adolescence. As a whole contributors explore the developmental, sociocultural, and evolutionary processes that make the creation and experience of art possible. Intended for researchers and advanced students in both human development and the arts, this book will also serve as a textbook for advanced courses on psychology and the arts and/or

special topics courses in cognitive and/or human development.

Description based on publisher supplied metadata and other sources.

Author notes provided by Syndetics

<p>Constance Milbrath is a senior researchernbsp; at the Human Early Learning Partnership at the University of British Columbia. She received her Ph.D. in Developmental Psychology from the University of Wisconsin, Madison. Her research focuses on individual differences in the underpinnings of drawing and aesthetic competence in children, the influence of cultural differences on adolescent relationships, and the development of a clinical instrument aimed at assessing structure of personality. A Fellow of the APA, Dr. Milbrath is also a member of Division 10, the Society for the Psychology of Aesthetics, Creativity and the Arts.</p> <p>Cynthia Lightfoot is a Professor and Program Director of Human Development and Family Studies at Penn State University, Brandywine. She received her Ph.D. from the University of North Carolina, Chapel Hill.nbsp; Her research focuses on the cultural contexts of development.nbsp; She has served as Vice President to, and is currently on the Board of Directors of the Jean Piaget Society.</p>

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