VISUAL ANALOGIES IN AESTHETIC EDUCATION. CROSS-SECTIONAL AND EXPERIMENTAL STUDIES
Journal Title: Rocznik Naukowy Kujawsko-Pomorskiej Szkoły Wyższej w Bydgoszczy. Transdyscyplinarne Studia o Kulturze (i) Edukacji - Year 2018, Vol 0, Issue 13
Abstract
The work is of theoretical and empirical character and belongs to the domain of aesthetical education in a post-structuralist perspective (J. Marshall, 2004). The visual analogies are the main subject of the study. Capability of their apprehension in art is, probably, the origin of developing interpretation qualifications, the potential serving for future inter-textual practices (J. Kristeva, 1980). Analysis of Arne Melberg’s mimesis theory initiates the theoretical part of the work (A. Malberg, 2002). Following footsteps of Melberg’s analyses create introductory conceptual outline. That is repetitive and temporal nature of phenomena in culture observed within the course of history since Plato’s mimesis up to Derrida’s “iterable structures”, in which the relations of analogy between the creations form particular “economimesis” (J. Derrida, 2003, p. 33). Theoretical analyses and quality data obtained from experimental studies in the form of analogy profiles, allowed to conclude the following general statement: Analogy – its creation by an artist and observance of the indicative relations between creations by the recipient, is the phenomenon repeatable in time (temporally repetitive), in which renewal of meaning (idea) as well as changing “position” of the subject being in motion has a chance to occur. Analogy as metaphorical comparison is then a figure changing in time by cause not only of transformation of artistic practice, but also for the figure of “repetition”, which the subject wants to notice consciously and in reflection enlighten the difference, thus renewing the meaning. The following C.S. Peirce’s semiotics approach (1994) creates possibility for conceptualization of analogy outline when individual perception is projected as abductive inference (abductive reasoning) – interpretative process, in which iconic-index symbols can be recognized. In the empirical part I, two stages of my studies are presented: pedagogical cross-sectional research involving: 12 year old pupils, 17 year old pupils of Toruń’s high schools, 20 and 21 year old pedagogy students (2nd year and 3rd year) of Nicolas Copernicus University in Toruń, and experimental one according to the following scheme: preliminary studies, crucial experiments, and final research. I have carried out pedagogical experiment in students groups including primary school pupils, high (secondary) school pupils and university students, and the results were compared with those of G. Domino, 1989; M. Dailey, C. Martindal and H. Bokhum’s, 1977). My work presents cross-sectional and experimental tests concerning noticing analogy in art (in synesthetic, abstractive, and symbolic codes), their constructing as semiotic equivalences and relation of those abilities to creative thinking.
Authors and Affiliations
Małgorzata Muszyńska
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