Artistic misunderstandings: The emotional significance of historical learning in the arts

Nicolas J. Bullot; Rolf Reber

doi:10.1017/S0140525X17001625

Artistic misunderstandings: The emotional significance of historical learning in the arts

Nicolas J. Bullot, Rolf Reber

Charles Darwin University (CDU)

Research output: Contribution to journal › Comment/debate › peer-review

6 Citations (Scopus)

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.

Original language	English
Article number	e354
Pages (from-to)	1-4
Number of pages	4
Journal	Behavioral and Brain Sciences
Volume	40
DOIs	https://doi.org/10.1017/S0140525X17001625
Publication status	Published - 29 Nov 2017

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title = "Artistic misunderstandings: The emotional significance of historical learning in the arts",

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.",

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N2 - 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.

AB - 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.

UR - https://www.scopus.com/pages/publications/85064136064

U2 - 10.1017/S0140525X17001625

DO - 10.1017/S0140525X17001625

M3 - Comment/debate

C2 - 29342775

AN - SCOPUS:85064136064

SN - 0140-525X

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SP - 1

EP - 4

JO - Behavioral and Brain Sciences

JF - Behavioral and Brain Sciences

M1 - e354

ER -

Artistic misunderstandings: The emotional significance of historical learning in the arts

Abstract

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