51 Mexican children ages 3 and 4 years were asked to express preferences for 9 abstract and 9 realistic paintings on two separate occasions. Consistently, the children showed no clear preferences for abstract or realistic paintings and their choices remained stable. Implications for educational and cultural environments as well as children's literature are discussed.
Get full access to this article
View all access options for this article.
References
1.
ClarkG. A.DayM. D.GreerW. D. (1987) Discipline-based art education: Becoming students of art. Journal of Aesthetic Education, 21, 129–193.
2.
HamblenK. (1986) Three areas of concern for art criticism instruction: Theoretical and research foundations, sociological relationships, and teaching methodologies. Studies in Art Education, 27, 163–173.
3.
McGheeK. (1993) Visual preferences of preschool children for abstract and realistic paintings in black and white. (Unpublished manuscript, Univer. of Central Florida)
4.
McGheeK.DziubanC. (1993) Visual preferences of preschool children for abstract and realistic art. Perceptual and Motor Skills, 76, 155–158.
5.
SalomeR. A. (1991) Research on perceiving and responding to art. Translations From Theory To Practice, 1(2).
