Dissertation
Dissertation > Culture, science,education, sports > Education > Pre-school education, early childhood education > Subjects teaching methods,teaching materials > Art

5 to 6 - year - old children's art appreciation activities aesthetic empathy research

Author MaoYingYun
Tutor KongQiYing
School Nanjing Normal University
Course Pre-primary Education
Keywords 5-6 year old children aesthetic empathy type characteristic of aesthetic empathy mechanism of the aesthetic empathy
CLC G613.6
Type Master's thesis
Year 2006
Downloads 332
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This work aims at studying the phenomenological description, types, characteristic and mechanism of the aesthetic empathy of 5-6 year old children. Our methodology is based on the fundamental principles of the phenomenology, hermeneutic and semeiology. For the samples in this study, the data were mainly collected by the purposefulness sampling, interview and inspection method of qualitative research.According to the understanding procedure of children on artistic work, we describe the aesthetically empathetic phenomenon of children as following: while viewing an artistic work, the child tends to project the volition, personality, emotion and thinking onto it under the affection of his (her) selfhood, which results in the formation of empathic image in their brain, consequently, child feels the aesthetical joviality under the interaction of these empathic images. In this study, we differentiate two kinds of the aesthetical empathy, the empathy that developed from substance to selfhood and the empathy that emerging from selfhood to substance. The aesthetic empathy of children is instinctive and has the characteristic of equating in selfhood with substance. The formation mechanisms of aesthetic empathy are isomorphism, association, inner-apery (Innere Nachahmung) and the interaction of mood.We proposed several teaching technologies according to the formation mechanism and characteristic of the aesthetic empathy of 5-6 year old children. The artistic work chosen for children appreciating should be according with the life experience and willing of child, rich in emotional representation, ’undefined and blank for imaging’. The teacher should provide sufficient art-appreciating opportunities to children and be a good intermediate between children and artistic work.

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