Artistic Misunderstandings: The Emotional Significance of Historical Learning in the Arts

Authors

Nicolas J. Bullot and Rolf Reber

Abstract

The Distancing-Embracing model does not have the conceptual resources to explain artistic misunderstandings and the emotional consequences of historical learning in the arts. Specifically, it suggests implausible predictions about emotional distancing caused by art schemata (e.g., misunderstandings of artistic intentions and contexts). These problems show the need for further inquiries into how historical contextualization modulates negative emotions in the arts.

Links

https://doi.org/10.1017/S0140525X17001625

https://www.cambridge.org/core/journals/behavioral-and-brain-sciences/article/abs/artistic-misunderstandings-the-emotional-significance-of-historical-learning-in-the-arts/2020F088524728DB055C4B3763FAED6E

Reference

Bullot N. J., Reber R. Artistic misunderstandings: The emotional significance of historical learning in the arts. Behavioral and Brain Sciences. 2017;40:e354. doi:10.1017/S0140525X17001625

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Bullot_2017_Reber_Artistic-misunderstandings_.pdf

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