The Meaning of Transfer in the Practices of Arts Education

Redressing the marginalization of the arts is often linked with attempts to redefine and broaden their cognitive structure. Recent evidence of transferability between knowledge in the arts and other curriculum domains is currently advanced as one useful approach. Taking a social realist approach to...

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Bibliographic Details
Published in:Studies in art education 2001-10, Vol.43 (1), p.83-102
Main Author: Brown, Neil C. M.
Format: Article
Language:English
Subjects:
Aesthetic Education
Aesthetics
Art education
Child Psychology
Children
Cognition & reasoning
Creativity
Cultural values
Educational Practices
Music education
Musical aesthetics
Reasoning
Secondary Education
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Summary:Redressing the marginalization of the arts is often linked with attempts to redefine and broaden their cognitive structure. Recent evidence of transferability between knowledge in the arts and other curriculum domains is currently advanced as one useful approach. Taking a social realist approach to education in the arts this article argues that the meaning of cognitive transfer, including evidence of a cognitive structure shared with other domains, varies according to its representation within different values of arts educational practice. This article examines the impact of three frameworks of value on the evidence of cognitive transfer in the arts.
ISSN:0039-3541
2325-8039
DOI:10.2307/1320994