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Cognition as Interpretation in Art Education
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Cognition as Interpretation in Art Education (1992)Cognition as Interpretation in Art Educat…Cultivating demand for the arts (2008)Cultivating demand for the ar…Teaching Aesthetics and Aesthetic Teaching: Toward a Deweyan Perspective (2006)Teaching Aesthetics and Aesth…Perception, description, and reflection: young children's aesthetic decision-making as critics of their own and adult compositions (2000)Perception, description, and …Metacognition and Multiplicity: The Arts as Models and Agents (2000)Metacognition and Multiplicit…The Threefold Curriculum and the Arts (1996)The Threefold Curriculum and …Experience and nature. (1929)Frames of Mind: The Theory of Multiple Intelligences (1984)Democracy and Education (2015)Effects of Style, Tempo, and Performing Medium on Children' s Music Preference (1981)Studying Children in Context: Theories, Methods, and Ethics (1998)Philosophy of Music Education (2013)The construction of reality in the child. (1954)The Impact of Visual Art Instruction On Student Creativity (2008)The Construction Of Reality In The Child (2013)From Theory to Practice: Concept-Based Inquiry in a High School Art Classroom (2014)The case for metacognitive reflection: a theory integrative review with implications for medical education (2024)The Process of Education (1960)A nation at risk (1983)Creative and Mental Growth (1983)The Transfiguration of the Commonplace, a Philosophy of Art (1981)None of the Above (2007)De gustibus non est disputandum (2010)Road Map to Pleasure (2013)Engaging consumers in esthetic offerings: conceptualizing and developing a measure for arts engagement (2015)Audience development: a cross-national comparison (2017)
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  • 2006Teaching Aesthetics and Aesthetic Teaching: Toward a Deweyan Perspective24 cited
  • 2000Metacognition and Multiplicity: The Arts as Models and Agents15 cited
  • 2008Cultivating demand for the arts11 cited
  • 1996The Threefold Curriculum and the Arts9 cited
  • 2000Perception, description, and reflection: young children's aesthetic decision-making as critics of their own and adult compositions4 cited

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