Children Readily Think About People’s Minds When They Think About Artworks

Abstract

Art education includes activating two sources for developmental change. One resource that can be called upon to promote developmental change is external to the child, encouraged by teaching and by exposure to artworks. The other resource acts as a pacemaker internal to the child’s own cognitive development, facilitated by some conception of the minds of artists and viewers. Studies show how children become interested in the intentions which give rise to artworks and to subsequent exhibition to the viewing public. A natural grasp of intention is readily activated in experimentation by psychologists and might profitably be mobilized by educators in helping children develop their ideas about possible relations between artworks, artists, and viewers.

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