Comparing Effects of Visual Thinking Strategies in a Classroom and a Museum

Chiaki Ishiguro, Yuki Sato, Ai Takahashi, Yuko Abe, Hirotaka Kakizaki, Hiroyuki Okada, Etsuko Kato, and Haruto Takagishi

Visual thinking strategies (VTS) is a typical educational method for art appreciation that was originally developed for museum education and has now been applied to both museum and school education. Through VTS, this study examined whether there is a difference between the educational effect in a museum versus in a classroom. The results showed that the artworks in the VTS program were found to be more interesting, better liked, and more beautiful in the museum context compared to the classroom context. However, in terms of interest, the difference in evaluations between the two conditions was mitigated as the VTS classes progressed. Additionally, participants increased their art viewing time throughout the educational program regardless of the educational setting. These findings reveal how educational effects can vary in different settings such as museums and classrooms.

Psychology of Aesthetics, Creativity, and the Arts

American Psychological Association

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https://doi.org/10.1037/aca0000326