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Essay / Research Paper Abstract
This is a 6 page paper that provides an overview of the link between drawing and intelligence. The value of visual arts instruction to abstract reasoning and communications skills is explored. Bibliography lists 12 sources.
Page Count:
6 pages (~225 words per page)
File: KW60_KFdrawin.rtf
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Unformatted sample text from the term paper:
listed below. Citation styles constantly change, and these examples may not contain the most recent updates. Drawing and Intelligence: Exploring the Intellectual and Communicative Value
of the Arts , 10/2010 --properly! Rileys treatise on the social and political functions of visual art, and how those functions
might be assembled into a theoretical methodology for using visual art in the educational sphere to develop and support intelligence is a thorough and complex document which bears close examination.
The tenets set forth in Rileys paper have implications not just for the pedagogical application of visual art instruction, but also for the field of intelligence as a whole. This
is because Rileys paper, as will be demonstrated, fits closely into a tradition of utilizing visual arts as a measurement for intelligence, evidencing the existence of "visual intelligence" as a
sub-set of intellectual and cognitive ability. Moreover, the paper highlights increasing evidence for visual arts function in communications as well. Therefore, this paper will begin by presenting a summary of
Rileys findings, followed by an analysis of the link between drawing and intelligence, as well as a brief examination of drawings role as a communicative tool. Summarizing Rileys article
can prove difficult because of its expansive scope and the depth with which it covers the relationship of visual art with intelligence and learning. In particular, because Riley is a
philosopher, the argument is difficult to summarize in laymans terms because of the focus on metaphysical and epistemological justification of Rileys central thesis (Riley, 2001). Consequently, this summary will focus
instead on the ultimate conclusions drawn by Rileys research, which is comprised of two key findings. The first is that, when drawing a comparison between two groups of children, one
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