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A 1974 perspective of art interest among students enrolled in basic college art courses between 1968 and 1970

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  • It can be hypothesized that the degree to which students value learning in the visual arts influences the amount of involvement in art oriented activities that will be pursued in later years. This investigation has compared former college students° valuations of the Basic Design course with levels of art interest five years later as measured by frequency of participation in ten selected art activities. Basic Design students of 1968-69 were surveyed at three Oregon institutions of post-secondary education: Linn-Benton Community College, Oregon State University and the University of Oregon. The objectives were: 1) the design of a survey instrument; 2) measurement of 1973-74 art interest levels based upon frequency of performance in ten selected art activities; 3) respondent evaluation of Basic Design and comparison of valuations of the course with current art interest levels. Conclusions were: 1) students who took collegiate art courses participated more frequently in performance indicators of art interest than did non-art respondents; 2) active involvement in job-related design efforts, creation of art objects, reading articles, visiting exhibits and discussing about art were identified as common post-collegiate activities in the visual arts among respondents who took Basic Design; 3) high appreciation of the teaching methods and teacher effectiveness encountered in Basic Design was reported more often by respondents with high post-collegiate interest levels than by medium or low interest groups; 4) Basic Design was rated from average to good by most respondents; 5) teaching methods were the most heavily criticized element of the Basic Design experience; 6) overall ratings of course quality were closely related to respondents' feelings about the helpfulness of the teaching methods, effectiveness of instructors and the degree to which the course stimulated interest in art activities; 7) the amount of collegiate art credits earned by respondents was closely related to the level of post-collegiate art activity reported; 8) respondents taking only Basic Design reported little stimulation to become involved in art and subsequently reported low to medium post-collegiate art interest levels; 9) art majors, in retrospection, indicated that their Basic Design courses tended to reduce their interest in art rather than increase it; 10) Basic Design courses at LBCC appeared to have been the most successful of all three institutions in increasing student interest and activity in the visual arts; 11) the U of 0 group reported less satisfaction than the OSU and LBCC groups with every aspect of the Basic Design course and less subsequent application of course content in other courses. Implications emphasized the responsibility of the Basic Design course to foster student success with the fundamentals of the visual arts as a means to affective learning.
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  • File scanned at 300 ppi (Monochrome) using Capture Perfect 3.0.82 on a Canon DR-9080C in PDF format. CVista PdfCompressor 4.0 was used for pdf compression and textual OCR.
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