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It designs, organizes, and conducts learning activities using art objects so students perceive, analyze, and explain them. A formative didactic experiment with a sample of 50 students (experimental and control groups) applies a pre-test/post-test design to test the hypothesis. 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The study focuses on how art objects can support change toward more adequate value systems and social behaviors.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the main objective of the learning activities?",{"text":117,"@type":113},"To design and organize activities through which students acquire educational values by studying art objects, while developing aesthetic and ethical values.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the hypothesis tested?",{"text":121,"@type":113},"The research used a formative didactic experiment with a pre-test/post-test design, involving 50 students split into experimental and control groups.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588519,1792230276,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Volume 4, Number 2-3, 2011  \nDEVELOPING VALUES FOR SECONDARY SCHOOL STUDENTS THROUGH THE STUDY OF ART OBJECTS  \nMaria Eliza Dulamă, Mihai-Bogdan Iovu, Alexandru Marius Bodochi Ursu  \nAbstract: The paper begins with some issues related to aesthetics, aesthetic education, art and axiological education. The empirical research has the general assumption that secondary school students and youth have difficulties in selecting values. The objective of the research was threefold: to design, to organize and to carry learning activities from which students shall acquire educational values through the study of art objects. The exploratory research was conducted on a sample of 50 students (25 in experimental group and 25 in control group) . The content sample included fairy-tales and short stories (Beauty and the Beast; The money earned by Alexandru Mitru) and artistic topics on several well-known art objects (The Endless Column, Table of Silence, The Gate of Kiss, Peleş castle, Voroneţ monastery, and St. Michael’s Cathedral from ClujNapoca) . The tested hypothesis stated that if secondary school students are involved in learning contexts where they perceive, analyze and explain artistic objects then they develop aesthetic and ethic values. The learning context students were exposed to represents the independent variable and the outputs – the educational values themselves – represent the dependent variable. In order to test for the hypothesis we planned a formative didactic experiment. In order to test the hypothesis the pre-test/post-test design was used.  \nKey words: aesthetic education, aesthetics, axiology, value judgment, kitsch  \n1. Theoretical background  \nThere are few Romanian scientific papers dealing with aesthetic and axiological education of students. Aesthetics studies the essence, the laws, the categories, the structure of reflective and creative attitude of values related to the existing objective criteria in the aesthetic conscience (Macavei, 2002, p. 238) . The aesthetic categories sustain the creativity and the judgments on aesthetics. The main aesthetic categories are: the beauty, the sublime, the ugly, the comic, and the tragic. Aesthetic categories are considered values. Tudor Vianu states that aesthetic values are “the absolute goal of conscience”(Vianu, 1982, p. 16) . The domains of aesthetics include: nature, art, social life. Art is the creative human activity objectified in different structures (objects) that communicate ideas and emotions; by using different languages and techniques it transmits spiritual states during the receptivecontemplating act.  \nAesthetic knowledge means assimilation and processing data, facts, messages, and aesthetic impressions, leading to their appropriation and integration into cognitive, affective and attitudinal structures of the receiver. We distinguish between experience, the aesthetic feeling, value judgment, attitude and taste. Experience includes the entire set of lived interactions both as a receptive subject of aesthetic reality and as an inner experience separated from the live one. Aesthetic feeling includes the responses generated by the contact with the aesthetic phenomenon. On a mental level, judgments about existence (descriptive) and value judgments are generated. Aesthetic attitudes determines the perception and appreciation, creates evaluation sheets for the aesthetic object. Aesthetic judgment refers to the “intuitive pleasure”. The taste is spontaneous and is primarily based on intuition and instincts; based on voluntary control it can also be the result of experience. The aesthetic process includes several stages as reception, processing and psychological reaction. Aesthetic education represents the activity, the process and the result of perception, reacting and creating the beauty and in  \na broad sense, of aesthetics. The main goal of aesthetic education is developing the aesthetic conscience and behavior. The ideal or the perfect informative-formative model o","cbCaib3by8moDXRo","https://ap.wps.com/l/cbCaib3by8moDXRo","pdf",302798,"English","# Abstract\n# Theoretical background\n# Statement of problem","[{\"question\":\"What problem does the research address?\",\"answer\":\"Students and youth face difficulties in selecting and developing values. The study focuses on how art objects can support change toward more adequate value systems and social behaviors.\"},{\"question\":\"What is the main objective of the learning activities?\",\"answer\":\"To design and organize activities through which students acquire educational values by studying art objects, while developing aesthetic and ethical values.\"},{\"question\":\"How was the hypothesis tested?\",\"answer\":\"The research used a formative didactic experiment with a pre-test/post-test design, involving 50 students split into experimental and control groups.\"}]","Volume 4 - Issue 2-3 - Developing Values for Secondary School Students Through the Study of Art Objects | PDF",1792065410]