Art appreciation as a learned competence : a museum-based qualitative study of adult art specialist and art non-specialist visitors

Bračun Sova, Rajka (author)

Since Bourdieu, it has been argued that art appreciation requires “knowledge”. The focus of this qualitative study was to examine art appreciation as a learned competence by exploring two different groups of museum visitors: art specialists and art non-specialists. The research was conducted at Moderna galerija in Ljubljana. Twenty-three adults were recruited and accompanied during their visit to the museum. Participants were requested to “think out loud”, which meant to talk about what they saw, thought, and felt about the artworks. There was a short interview conducted with each participant before entering the museum to gain insight into their art-related and museum-visiting experience. The analysis of the data revealed that some processes of art appreciation were similar within the two groups. Both art specialists and art non-specialists interact with museum objects physically and intellectually; they see contents and formal qualities as a whole; they respond emotionally to artworks; appreciation includes their personal experience; they search museum interpretation/information for their understanding. Some noticeable differences were found. Art specialists respond to artworks with more understanding and are willing to put more effort into art appreciation, whereas art non-specialists respond with less understanding and put less effort into art appreciation. This paper focuses on the differences between the two groups; reflective and spontaneous appreciation of art, objective and subjective appreciation of art and the effort put into art appreciation. The paper ends with a discussion of the implications of the study for the teaching of art and museum education.

• Language: English
• Keywords: art appreciation, adult museum visitors, art specialists, art non-specialists, competence
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publication status: Published
• Publication version: Version of Record
• Year: 2015
• Number of pages: Str. 141-157
• Numbering: Vol. 5, no. 4
• PID: 20.500.12556/RUL-80085
• UDC: 069:73/76
• ISSN on article: 1855-9719
• DOI: 10.26529/cepsj.121
• COBISS.SI-ID: 10878537

Copyright

Podatek o licenci CC BY 4.0 je naveden na pristajalni strani članka (glej zgoraj izvorni URL). (Datum opombe: 20. 8. 2025)

• Publication date in RUL: 16.01.2016

Record is a part of a journal

• Title: CEPS journal. Center for Educational Policy Studies Journal
• Publisher: Pedagoška fakulteta, Univerza v Ljubljani, Pedagoška fakulteta Univerze, Založba Univerze v Ljubljani, = University of Ljubljana Press
• ISSN: 1855-9719
• COBISS.SI-ID: 252707584

Licences

• License: CC BY 4.0, Creative Commons Attribution 4.0 International
• Link: http://creativecommons.org/licenses/by/4.0/
• Description: This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

• Language: Slovenian
• Title: Likovna apreciacija kot privzgojena zmožnost : muzejska kvalitativna študija odraslih obiskovalcev – poznavalcev in nepoznavalcev likovne umetnosti

Abstract

Od Bourdieuja je znano, da likovna apreciacija (človekovo doživljanje oziroma razumevanje likovnih umetnin) zahteva »znanje«. Ta kvalitativna študija se osredinja na raziskovanje likovne apreciacije kot privzgojene zmožnosti, in sicer tako, da preučujemo dve različni skupini muzejskih obiskovalcev: poznavalce in nepoznavalce likovne umetnosti. Raziskava je potekala v Moderni galeriji v Ljubljani. Sodelovalo je triindvajset odraslih, pri čemer smo jih spremljali med njihovim obiskom muzeja. Udeležence smo prosili, da »mislijo na glas«, kar pomeni, da govorijo o tem, kar vidijo, razmišljajo in čutijo ob ogledovanju umetnin. Pred obiskom muzeja smo vsakega udeleženca tudi intervjuvali, da bi pridobili vpogled v njihove izkušnje, povezane z likovno umetnostjo in obiskovanjem muzejev. Analiza podatkov je pokazala, da so nekateri procesi doživljanja oziroma razumevanja umetnin pri obeh skupinah podobni. Poznavalci in nepoznavalci vstopajo v interakcijo z muzejskimi predmeti na fizični in intelektualni ravni; vsebino in formalne značilnosti doživljajo kot celoto; na umetniška dela se čustveno odzivajo; v svoja doživljanja umetnin vnašajo osebne izkušnje; v procesu razumevanja umetnin iščejo muzejsko interpretacijo oziroma informacije. Odkrili pa smo tudi nekatere opazne razlike. Poznavalci umetniška dela bolj razumejo in so pripravljeni vložiti več v doživljanje umetnin, medtem ko nepoznavalci umetniška dela manj razumejo in v doživljanje umetnin vložijo manj. V tem članku se osredinjamo na razlike med obema skupinama: reflektivno in spontano doživljanje oziroma razumevanje umetnosti, nepristransko in pristransko doživljanje oziroma razumevanje umetnosti ter vložek v doživljanje oziroma razumevanje umetnosti. Prispevek se konča s pomenom študije za šolsko poučevanje likovne umetnosti in muzejsko pedagogiko.

• Keywords: likovna apreciacija, muzejska pedagogika, muzeji, likovna umetnost, obiskovalci, doživljanje