Gombrich, Art and Psychoanalysis
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Neuroaesthetics of Art Vision: an Experimental Approach to the Sense of Beauty
Cl n l of i ica a l T rn r u ia o l s J ISSN: 2167-0870 Journal of Clinical Trials Research Article Neuroaesthetics of Art Vision: An Experimental Approach to the Sense of Beauty Maddalena Coccagna1, PietroAvanzini2, Mariagrazia Portera4, Giovanni Vecchiato2, Maddalena Fabbri Destro2, AlessandroVittorio Sironi3,9, Fabrizio Salvi8, Andrea Gatti5, Filippo Domenicali5, Raffaella Folgieri3,6, Annalisa Banzi3, Caselli Elisabetta1, Luca Lanzoni1, Volta Antonella1, Matteo Bisi1, Silvia Cesari1, Arianna Vivarelli1, Giorgio Balboni Pier1, Giuseppe Santangelo Camillo1, Giovanni Sassu7, Sante Mazzacane1* 1Department of CIAS Interdepartmental Research Center, University of Ferrara, Ferrara, Italy;2Department of CNR Neuroscience Institute, Parma, Italy;3Department of CESPEB Neuroaesthetics Laboratory, University Bicocca, Milan, Italy;4Department of Letters and Philosophy, University of Florence, Italy;5Department of Humanistic Studies, University of Ferrara, Ferrara, Italy;6Department of Philosophy Piero Martinetti, University La Statale, Milan, Italy;7Department of Musei Arte Antica, Ferrara, Italy;8Department of Neurological Sciences, Bellaria Hospital, Bologna, Italy;9Department of Centre of the history of Biomedical Thought, University Bicocca, Milan, Italy ABSTRACT Objective: NEVArt research aims to study the correlation between a set of neurophysiological/emotional reactions and the level of aesthetic appreciation of around 500 experimental subjects, during the observation of 18 different paintings from the XVI-XVIII century, in a real museum context. Methods: Several bio-signals have been recorded to evaluate the participants’ reactions during the observation of paintings. Among them: (a) neurovegetative, motor and emotional biosignals were recorded using wearable tools for EEG (electroencephalogram), ECG (electrocardiogram) and EDA (electrodermal activity); (b) gaze pattern during the observation of art works, while (c) data of the participants (age, gender, education, familiarity with art, etc.) and their explicit judgments about paintings have been obtained. -
Jones Robert W
‘Lain Beside Gold’ Narrative, Metaphor, and Energy in Freud and Conan Doyle Robert W. Jones PhD Candidate Aberystwyth University Contents Chapter 1 Introduction and Methodology ............................................................................. 3 1.1 Overview .......................................................................................................................... 3 1.2 Secondary Material: Literature Review ........................................................................... 8 1.2.1 Critiques of Freud’s Narrativity ................................................................................ 8 1.2.2 Other Critiques ........................................................................................................ 11 1.2.3 Royle and the Uncanny Text ................................................................................... 14 1.2.4 Holland and the Practical Text ................................................................................ 17 1.3 Approaches ..................................................................................................................... 20 1.3.1 Metaphor .................................................................................................................. 23 1.3.2 The Text World ....................................................................................................... 30 1.3.3 Text as Performative Space ..................................................................................... 36 Chapter 2 Freud, Narrative, and the -
Vygotsky's Stage Theory: the Psychology of Art and the Actor
Mind, Culture, and Activity, 18: 319–341, 2011 Copyright © Regents of the University of California on behalf of the Laboratory of Comparative Human Cognition ISSN 1074-9039 print / 1532-7884 online DOI: 10.1080/10749039.2010.518300 Vygotsky’s Stage Theory1: The Psychology of Art and the Actor under the Direction of Perezhivanie Peter Smagorinsky The University of Georgia This article reviews Vygotsky’s writings on arts (particularly logocentric art including the theater) and emotions, drawing on his initial exploration in ThePsychologyofArtand his final considerations set forth in a set of essays, treatises, and lectures produced in the last years of his life. The review of The Psychology of Art includes attention to the limits of his analysis, the mixed Marxist legacy that is evident in the book, the cultural blinders that affect his vision of the relative value of differ- ent artistic productions, the content of what he elsewhere refers to his “tedious investigations” into extant views, and the gist of what he considers to be the essence of art. Attention to his late work falls into two areas: Emotion in formal drama and emotion in everyday drama, each of which involves perezhivanie, roughly but incompletely characterized as emotional experience. The article concludes with an effort to situate Vygotsky’s writing on art and emotion both within his broader effort to artic- ulate a comprehensive developmental psychology of socially, culturally, and historically grounded individuals and social groups, and within scholarship that has extended and questioned his work as his influence has expanded beyond the clinics of Soviet Moscow. In this article I attempt to bridge work undertaken by L. -
Heinz Hartmann and Dora Hartmann Papers
Heinz Hartmann and Dora Hartmann Papers A Finding Aid to the Papers in the Sigmund Freud Collection in the Library of Congress Manuscript Division, Library of Congress Washington, D.C. 2002 Contact information: http://hdl.loc.gov/loc.mss/mss.contact Additional search options available at: http://hdl.loc.gov/loc.mss/eadmss.ms010213 LC Online Catalog record: http://lccn.loc.gov/mm83061523 Prepared by David Mathisen Revised and expanded by Margaret McAleer and Brian McGuire Collection Summary Title: Heinz Hartmann and Dora Hartmann Papers Span Dates: 1928-1974 Bulk Dates: (bulk 1944-1974) ID No.: MSS61523 Creator: Hartmann, Heinz, 1894-1970 Creator: Hartmann, Dora, 1902-1974 Extent: 2,500 items ; 10 containers ; 4 linear feet Language: Collection material in English, German, French, and shorthand Location: Manuscript Division, Library of Congress, Washington, D.C. Summary: Psychoanalysts. Correspondence, memoranda, writings, subject file, and other papers relating primarily to the Hartmanns’ work with the New York Psychoanalytic Institute and to Heinz Hartmann’s writing and editorial projects. Selected Search Terms The following terms have been used to index the description of this collection in the Library's online catalog. They are grouped by name of person or organization, by subject or location, and by occupation and listed alphabetically therein. People Bonaparte, Marie, Princess, 1882-1962--Correspondence. Fenichel, Otto--Correspondence. Freud, Anna, 1895-1982--Correspondence. Hartmann, Dora, 1902-1974. Heinz Hartmann and Dora Hartmann papers. 1928-1974. Hartmann, Heinz, 1894-1970, ed. Psychoanalytic study of the child. Hartmann, Heinz, 1894-1970. Kris, Ernst, 1900-1957--Correspondence. Kubie, Lawrence S. (Lawrence Schlesinger), 1896-1973--Correspondence. -
An Integrative Look at the Psychology of Creative Writing
P1: PjU CUUS563-21 cuus563 ISBN: 978 0 521 88164 7 Top: 0.3764in Gutter: 0.87828in March 13, 2009 3:5 21 Putting the Parts Together: An Integrative Look at the PsychologyofCreativeWriting scott barry kaufman and james c. kaufman As should be evident from reading this book, the psychology of creative writing is complex and multifaceted, and there are many different levels in which it may be investigated. We decided to focus on five levels in this book. There is much overlap, however, among these five levels, and an understanding of one level typically increases our understanding of one or more other levels. Therefore, we would argue that a more complete understanding of the psychology of creative writing could be gained by the investigation of each of the five levels and their interactions. What are these levels? At one level, this book tries to further our understanding of the psychology of the creative writer. What are creative writers like? Are there characteristics that differentiate them from other types of writers? From professionals in other fields? At the second level is the actual text. How can an understanding of the printed word help elucidate the psychology of creative writing? The third level is about the process. What is the creative writing process? Are there certain processes that lead to more success in creative writing? At the fourth level is the development of creative writing as well as the development of the creative writer. How can creative writing be improved? How can the actual creative writing process help people cope with stress, traumatic events, or even mental illness? And finally, at the fifth level is the teaching of creative writing in schools and workshops. -
ART-2300: Art Therapy III: Approaches and Techniques 1
ART-2300: Art Therapy III: Approaches and Techniques 1 ART-2300: ART THERAPY III: APPROACHES AND TECHNIQUES Cuyahoga Community College Viewing: ART-2300 : Art Therapy III: Approaches and Techniques Board of Trustees: May 2020 Academic Term: Fall 2020 Subject Code ART - Art Course Number: 2300 Title: Art Therapy III: Approaches and Techniques Catalog Description: An examination of various techniques used by therapists. Studio exposure work is used as a tool to understand and cultivate the discipline of self-awareness. Students must participate in site visits for observation and interviewing of a professional art therapist. Professional level certification in Art Therapy requires appropriate work experience and a master's degree from an approved program. Course meets AATA prerequisite requirements for entering a Master's program in Art Therapy. Credit Hour(s): 3 Lecture Hour(s): 2 Lab Hour(s): 2 Requisites Prerequisite and Corequisite ART-1610 Art Therapy II: Methods and Medias; and PSY-1010 General Psychology or PSY-101H Honors General Psychology, and PSY-2050 Psychology of Personality. Outcomes Course Outcome(s): Apply the creative process to themselves and others to use and interpret art as a healing technique, a vehicle for change, and for human development and growth. Objective(s): 1. Create and teach an art therapy product to the class that demonstrates the creative process. 2. Increase personal creativity by direct involvement with the creative process and will be able to apply to others. 3. Interpret the creative process in the arts: dance, music, drama, poetry, painting, and various other alternative techniques. 4. Explain the relationships among varied creative therapies and how they are similar and different. -
2. EMPATHY and COMMUNICATION THROUGH ART 1. Emotional
DOI: 10.1515/rae-2017-0018 Review of Artistic Education no. 14 2017 139-146 2. EMPATHY AND COMMUNICATION THROUGH ART Marinela Rusu58 Abstract: Art is one of the finest means of shaping the personality, of access to aesthetic and moral values of society. The paper presents some of the elements of communication through art, in the double sense of this process, from the artwork (creator) to the viewer, but also from the viwer to the work of art and creator. The key-element of this dual process is the empathy, the ability to feel the emotional states of others. It develops within a set of personality traits, including: emotional intelligence, emotional feelings diversity, cognitive skills, along with motivation and personal ideals. Art is a medium of communication but also an element of developing a general receptivity to the world and its authentic values. Key words: art, communication, empathy, creativity, art receptor, aesthetic judgment 1. Emotional feelings and empathy Empathy, being a component of emotional intelligence domain, is the cornerstone of any attempt to optimize psychological self-awareness and relationships with others. Without empathy world would be a dull world, a place of autism and emotional schizophrenia. "We are spiritually rich, writes S. Marcus (1997, p. 80), only to the extent that we can enrich ourselves with empathic experiences, and we gain the depth of spiritual understanding only when we come to truly understand those around us." Interactions with others put often in discussion the empathic abilities that we have, revealing how well we know and understand those around us, without resorting necessarily the a verbal communication. -
The Relationship Between Art and Psychology
J. Life Sci. Biomed. 2(4): 129-133, 2012 JLSB © 2011, Scienceline Publication Journal of L ife S cience and B iomedicine ISSN 2251-9939 The Relationship between Art and Psychology Kamali Nader1 and Javdan Moosa*2 1. Hormozgan University, Minab Road, Bandar Abbas, Iran 2. Islamic Azad University, Minab Branch, Iran *Corresponding author’s e-mail: [email protected] ABSTRACT Art is one of important means to develop creativity and establishment of inner innovative forces if reinforced appropriately many mental problems of human beings could be resolved. Psychology is the science studies human behaviors such as fear, motivation to depression, mental and psychological disorders. However, art works to give sense and value to concepts humans touch them and feel them. Therefore, art can be regarded as an efficient tool either for increasing children’s and teenagers’ self-esteem or as a means for treatment of psychological problems. The interceding relationship between psychologies an art is in perception and sense it gives to every day's happenings and phenomena. This giving meaning in art is observable through creation of art masterpieces and in psychology could be evident unconsciously in individual’s personality. The Islamic education systems emphasizes on man’s nature, self-purification and its original content regards art as one of the most crucial and stable training styles and achieve salvation. Thus, the mission of art and psychology principally is objective explanation, growth and perfectness for human communities and consequently education and smoothing their soul in dealing with nature and human creations like the individual himself. Key words: art, psychology, art therapy INTRODUCTION The subject of art has been considered for a long time by scholars and philosophers such as Aristotle and the professional relation of art works with psychology backs to thousands years ago to Catharsis times. -
Julius Von Schlosser: Aesthetics, Art History and the Book
Julius von Schlosser: Aesthetics, Art History and the Book Report on the 150th Anniversary Conference on Julius von Schlosser, 6th and 7th October 2016: Julius von Schlosser (1866–1938) Internationale Tagung zum 150. Geburtstag, gemeinsam veranstaltet vom Kunsthistorischen Museum Wien und dem Institut für Kunstgeschichte der Universität Wien Aus Anlass des150. Geburtstag erinnert die Tagung an diesen großen Wiener Gelehrten und beleuchtet seine einflussreiche Rolle als Museumsmann und Universitätslehrer. Die Vorträge thematisieren sein Verhältnis zu großen Zeitgenossen wie Bode, Riegl, Warburg, Wölfflin oder Croce ebenso wie seine wegweisenden, bis heute stark rezipierten Publikationen, seine wichtigsten Schüler und seine Aktualität innerhalb des kunsthistorischen Methodendiskurses. Julius von Schlosser (1866-1938) is perhaps the least known of the major art historians of his generation. The contemporary of Aby Warburg, Max Dvořák and Josef Strzygowski, his writings are more often mentioned in passing than actually read. Only recently has his work begun to be explored in depth. Of this the most notable has been his 1910 history of wax portraiture, which was republished in German in the 1990s, and which has since been translated into English. With the exception of the translations and essays published on him in the pages of this journal, he has been the subject of very little interpretative and critical commentary. The conference jointly staged by the Kunsthistorisches Museum and the Institute of Art History of the University of Vienna to celebrate the 150th anniversary of his birth was thus a welcome event. Schlosser, the curator of weapons and arts and crafts at the Kunsthistorisches Museum, who only became a full professor late in his career after the death of his younger colleague Dvořák, is now known primarily for Die Kunstliteratur (1924), the wide-ranging survey of art writing from late antiquity to the eighteenth century, as well as his studies of collecting, musical instruments and the history of the Vienna School. -
An Overview of Response Art in Art Therapy: Past Present and Future
An Overview of Response Art in Art Therapy: Past Present and Future Abstract Since the beginning of the field, many art therapists have made artwork to help them manage and understand their practice. Response art is “Art that is made by art therapists to contain, explore, and express clinical work” (Fish 2006, p.13). Response art is an important resource in art therapy because it grounds the work in the therapist’s artistic practice. Response art warrants discussion in order to clarify its meaning, support our understanding of it and to teach it effectively. This paper provides an overview of the history of response art, including its origin in clinical work, current uses in art-based supervision and art-based research. Art therapists have engaged in making and reflecting on response art throughout the history of art therapy (Fish, 1989; Jones, 1983; Kielo, 1991; Lachman-Chapin, 1983, 2001; McNiff, 1989; Miller, 2007; Moon,1990, 1999; Robbins, 1988; Wadeson, 1990, 2003; Wolf, 1985). Today, response art is often used as an integral part of art therapy practice, training and supervision (Deaver, 2012; Deaver & Shiflett, 2011; Fish, 2012, 2017a; Fish & Lee 2017; Schaverien & Case, 2007; Wadeson, 2003). It is also used as data to inform, and as the synthesis of, art-based research (Allen, 1999a; Fish, 2006, 2013, 2017b, 2017c; McNiff, 2013; Leavy, 2013, 2017). Art therapists who recognize the importance of the artists’ perspective in art therapy, stress the value of maintaining their artists’ identity. (Lachman- Chapin, 1983; Lavery, 1994; Moon, 1992, 1997, 1999; C. Moon, 2002; Wix, 1996). Art therapists with an artistic practice of creating and reflecting on their images as part of their work, find response art to be a ready tool to contain, explore and communicate about their work (Allen, 1995; Fish, 1989, 2012; McNiff, 1992; Moon 1999; C. -
The Effects of Creativity and Sensitivity on Colour Perception
Eye of the beholder: The effects of creativity and sensitivity on colour perception Emma Harvey Submitted in partial fulfilment of the requirements of the Higher Diploma in Arts in Psychology at Dublin Business School, School of Arts, Dublin. Supervisor: Dr Jonathan Murphy Head of Department: Dr S. Eccles March 2014 Department of Psychology Dublin Business School 1 Contents Acknowledgements ............................................................................................................................. 2 ABSTRACT ........................................................................................................................................ 3 INTRODUCTION .............................................................................................................................. 4 Creativity......................................................................................................................................... 4 Sensitivity ....................................................................................................................................... 7 Categorical Perception .................................................................................................................. 12 Current Study ................................................................................................................................ 15 METHOD: ........................................................................................................................................ 18 Participants -
Understanding Client Imagery in Art Therapy
Journal of Clinical Art Therapy Volume 1 Issue 1 Special Edition: 30th Anniversary Article 6 Celebration of Art Therapy at LMU May 2011 Understanding Client Imagery in Art Therapy Erica K.M. Curtis Loyola Marymount University, [email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/jcat Part of the Art Practice Commons, Clinical Psychology Commons, Counseling Psychology Commons, Other Arts and Humanities Commons, Other Languages, Societies, and Cultures Commons, Other Psychology Commons, and the Social Work Commons Recommended Citation Curtis, E. K. (2011). Understanding Client Imagery in Art Therapy. Journal of Clinical Art Therapy, 1(1), 9-15, retrieved from: https://digitalcommons.lmu.edu/jcat/vol1/iss1/6 This Peer Reviewed Article is brought to you for free and open access by the Marital and Family Therapy at Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in Journal of Clinical Art Therapy by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. Understanding Client Imagery in Art Therapy Cover Page Footnote Correspondence concerning this article may be sent to the author, Erica Curtis, LMFT, ATR-BC, at [email protected] This peer reviewed article is available in Journal of Clinical Art Therapy: https://digitalcommons.lmu.edu/jcat/vol1/ iss1/6 Curtis: Understanding Client Imagery in Art Therapy Journal of Clinical Art Therapy 1(1) 9 May 2011 Understanding Client Imagery in Art Therapy Erica K. Curtis, Loyola Marymount University1 This study offers a preliminary investigation into the question: LITERATURE REVIEW How do art therapists make meaning from viewing client-made While a full exploration of meaning-making from imag- art? Art therapy literature on making meaning from client art is ery would necessarily include a range of disciplines, theoretical reviewed.