Browsing by Subject "taiteellinen tietäminen"

Objectives. The purpose of this study was to analyse the relation of the art knowledge and the cognitive theory. The study aims to describe the art knowledge and its connection to the cognition. The motivation for the study is powered by the curiosity for the art-based-learning. Finnish art education recognizes the cognitive significance of the artistic knowledge, interpre-tation and creation. Earlier studies have shown that the division of the cognitive, affective and psychomotor domains has placed the arts on a lower level of the educational hierarchy, and that this effect might still be present today. To have a holistic understanding of learning one must understand the holistic nature of knowledge – therefore this study. Methods. The research method of this study was a narrative literacy review. The material of the study was collected mainly through the guidance of the national art pedagogy textbooks and theoreticians. Also, the ERIC database was used to gather the research articles for this study. Results and conclusions. The results of the study suggest that the division of the cognition domains was still affecting the 1990’s education discussion in Finland. Today’s wide under-standing of the cognition includes the non-linguistic art knowledge at least in the Finnish arts education discourse. Conclusions of this study include the remark that ignoring the problem of isolation the cognitive domains might still place the art knowledge to inferior category.