Cultivating Demand for the Arts: Arts Learning, Arts by Laura Zakaras

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By Laura Zakaras

What does it potential to domesticate call for for the humanities? Why is it very important and essential to achieve this? What can country arts enterprises and different arts and schooling policymakers do to make it take place? The authors set out a framework for considering provide and insist within the arts and determine the jobs that various factors, rather arts studying, play in expanding call for for the humanities.

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1 This is certainly true of career choices, and it appears to be true of leisure activities as well. In fact, studies have found that the more one knows about any leisure activity, the greater one’s capacity for engagement in and enjoyment of the experience (Kelly, 1987; Kelly and Freysinger, 2000). Research on the Influence of Arts Learning in Cultivating Participation In the case of the arts, it seems reasonable to assume that the influence of arts learning on participation is especially important.

But the more common pattern is for the interest to arise from having been introduced to a certain field or activity and having gained certain knowledge and skills while young. 17 18 Cultivating Demand for the Arts tic experience, education, and family background are key determinants of arts consumption because they increase the individual’s capacity to derive pleasure and value from arts experiences. This effect, of increased capacity, helps explain why participation levels vary so sharply. 2 Survey data and empirical research offer evidence that education level in general and arts learning in particular are in fact strongly correlated with arts involvement as adults.

These scholars describe certain skills and knowledge that can be taught to all students, regardless of their artistic talent, to enable them to have more satisfying encounters with works of art, now and in the future. We synthesize these learning objectives into four categories— aesthetic perception, artistic creation, historical and cultural context, and interpretation and judgment—all of which can be learned separately but, according to most of these writers, are the most effective when learned in combination.

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