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The Role of the Visual Arts in Enhancing the Learning Process

With all the wealth of scientific activities, there remains a certain stigma associated with careers in science, as a result of the inevitable concentration on narrow specializations that are inaccessible to general understanding. Enhancement of the process of scientific learning remains a challenge...

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Autores principales: Tyler, Christopher W., Likova, Lora T.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Research Foundation 2012
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3274761/
https://www.ncbi.nlm.nih.gov/pubmed/22347854
http://dx.doi.org/10.3389/fnhum.2012.00008
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author Tyler, Christopher W.
Likova, Lora T.
author_facet Tyler, Christopher W.
Likova, Lora T.
author_sort Tyler, Christopher W.
collection PubMed
description With all the wealth of scientific activities, there remains a certain stigma associated with careers in science, as a result of the inevitable concentration on narrow specializations that are inaccessible to general understanding. Enhancement of the process of scientific learning remains a challenge, particularly in the school setting. While direct explanation seems the best approach to expedite learning any specific subject, it is well known that the ability to deeply absorb facts and concepts is greatly enhanced by placing them in a broader context of relevance to the issues of everyday life and to the larger goals of improvement of the quality of life and advancement to a more evolved society as a whole. If the sciences can be associated with areas of artistic endeavor, they may be viewed as more accessible and favorable topics of study. There is consequently an urgent need for research in the relationship between learning and experience in the arts because both art education and scientific literacy remain at an inadequate level even in economically advanced countries. The focus of this review is the concept that inspiration is an integral aspect of the artistic experience, both for the artist and for the viewer of the artwork. As an integrative response, inspiration involves not only higher cortical circuitry but its integration with the deep brain structures such as limbic system and medial frontal structures, which are understood to mediate the experience of emotions, motivational rewards, and the appreciation of the esthetic values of the impinging stimuli. In this sense, inspiration can turn almost any occupation in life into an avocation, a source of satisfaction in achieving life goals. Conversely, when inspiration is lacking, the motivation to learn, adapt, and prosper is impeded. Thus, inspiration may be viewed as a potent aspect of human experience in linking art and science.
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spelling pubmed-32747612012-02-17 The Role of the Visual Arts in Enhancing the Learning Process Tyler, Christopher W. Likova, Lora T. Front Hum Neurosci Neuroscience With all the wealth of scientific activities, there remains a certain stigma associated with careers in science, as a result of the inevitable concentration on narrow specializations that are inaccessible to general understanding. Enhancement of the process of scientific learning remains a challenge, particularly in the school setting. While direct explanation seems the best approach to expedite learning any specific subject, it is well known that the ability to deeply absorb facts and concepts is greatly enhanced by placing them in a broader context of relevance to the issues of everyday life and to the larger goals of improvement of the quality of life and advancement to a more evolved society as a whole. If the sciences can be associated with areas of artistic endeavor, they may be viewed as more accessible and favorable topics of study. There is consequently an urgent need for research in the relationship between learning and experience in the arts because both art education and scientific literacy remain at an inadequate level even in economically advanced countries. The focus of this review is the concept that inspiration is an integral aspect of the artistic experience, both for the artist and for the viewer of the artwork. As an integrative response, inspiration involves not only higher cortical circuitry but its integration with the deep brain structures such as limbic system and medial frontal structures, which are understood to mediate the experience of emotions, motivational rewards, and the appreciation of the esthetic values of the impinging stimuli. In this sense, inspiration can turn almost any occupation in life into an avocation, a source of satisfaction in achieving life goals. Conversely, when inspiration is lacking, the motivation to learn, adapt, and prosper is impeded. Thus, inspiration may be viewed as a potent aspect of human experience in linking art and science. Frontiers Research Foundation 2012-02-08 /pmc/articles/PMC3274761/ /pubmed/22347854 http://dx.doi.org/10.3389/fnhum.2012.00008 Text en Copyright © 2012 Tyler and Likova. http://www.frontiersin.org/licenseagreement This is an open-access article distributed under the terms of the Creative Commons Attribution Non Commercial License, which permits non-commercial use, distribution, and reproduction in other forums, provided the original authors and source are credited.
spellingShingle Neuroscience
Tyler, Christopher W.
Likova, Lora T.
The Role of the Visual Arts in Enhancing the Learning Process
title The Role of the Visual Arts in Enhancing the Learning Process
title_full The Role of the Visual Arts in Enhancing the Learning Process
title_fullStr The Role of the Visual Arts in Enhancing the Learning Process
title_full_unstemmed The Role of the Visual Arts in Enhancing the Learning Process
title_short The Role of the Visual Arts in Enhancing the Learning Process
title_sort role of the visual arts in enhancing the learning process
topic Neuroscience
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3274761/
https://www.ncbi.nlm.nih.gov/pubmed/22347854
http://dx.doi.org/10.3389/fnhum.2012.00008
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