A Structure for Pedagogical Art Criticism

Amheim (1986) claims that the two basic interdependent procedures of intelligent cognition are intuition and intellect. An examination of the literature of pedagogical methods of art criticism leads to a perception that there is a split between those which emphasize intellectual analysis at the expense of intuition, and those that stress intuition at the expense of systematic analysis. The following method, beginning from a base which structurally resembles the Feldman (1987) and Mittler (1980) genre, attempts to reconcile intuitive and analytic thinking by systematically incorporating the affective and intuitive into all stages of an analytic, pedagogically specific methodology.