References
- This paper was originally prepared for presentation at the Canadian Society for Education Through Art, Calgary, Alberta, Canada, October 1977.
- Richard de Charms, Personal Causation: The International Affective Determinants of Behavior, New York: Academic Press, 1968.
- Mark Lepper and David Greene, “Turning Play into Work: Effects of Adult Surveillance and Extrinsic Rewards on Children's Intrinsic Motivation,” Journal of Personality and Sound Psychology, Vol. 31, No. 3, pp. 479–486, 1975.
- Susanne Langer, “Intuition and Transformation in the Arts,” Problems of Art, New York: Charles Scribner's Sons, 1957, pp. 90–107.
- Rudolf Arnheim, “Growth,” Art and Visual Perception, Berkeley: University of California Press, 1954.
- Susanne Langer, Philosophy in a New Key, New York: The New American Library, 1951, pp. 99.
- This is not to imply that children between two and five make a distinction between what is imaginative and what is “real”. However, children beyond five generally do make such distinctions and will practice through play what they cannot do in actuality.
- John Dewey, Art as Experience, New York: Minton, Balch & Co., 1934.
- For an elaboration of this use of evaluation in art see Elliot W. Eisner, “Toward a More Adequate Conception of Evaluation in the Arts,” Art Education, Vol. 27, No. 2, February, 1974.
- R. G. Collingwood, Principles of Art, London: Clarendon Press, 1938.
- See Howard Gardner and Judith Gardner, “Developmental Trends in Sensitivity to Form and Subject Matter in Paintings,” Studies in Art Education, Vol. 14, No. 2, pp. 52–56, 1973.
- This observation was made by Rudolf Arnheim in a lecture at Stanford University's Art Education Lecture series in 1976.
- Rudolf Arnheim, “Expression,” Art and Visual Perception, Berkeley: University of California Press, 1954.