Psychology of Art

Language of instruction: Hungarian

Course requirements:
There is no seminar (see "teaching methods"), attending lectures is mandatory.

Exam requirements:
The material covered in lectures together with the assigned reading

Teaching methods:
Instead of seminar, presentation with help of auxiliary material.

Recommended study methods:
Note taking, studying prescribed literature.

Role of the course within the specialist training scheme:
The objective of the course is twofold. On the one hand, students are familiarised with some areas of psychology, which ? together with the basics of general and art psychology studied in the previous two semesters - comprise a crucial cultural and educational foundation for every future art educator (or any future theoretical specialist who wishes to work in the field of arts). Here we can include the psychology of various age groups, of learning, insight into human nature, the behaviour of couples, groups, crowds, the psychology of mass communication. The second objective of the course is to enable future art educators ? whether they will work in primary school, secondary school or in higher education ? to teach visual art more effectively. While the discipline is made up of four subdisciplines, they are introduced in a way that allows students to clearly grasp their relatedness, to see how they are connected to psychological subject areas already studied, as well as to studies undertaken in art history, pedagogy, aesthetics, sociology, and philosophy.

Course description, major areas of study (per semester):
Semester 3:
The course covers the unique psychological features of each developmental stage, with special emphasis on abilities of visual expression and delineation, as well as the stylistic characteristics of childhood perception.
It is in this context that the ideas according to which ?there is an artist in every child? and "all artist are infantile" are examined.
Students explore the various forms of verbal and visual learning; the psychology of the relationship between teacher and student; the links between following patterns, adopting roles and independent strivings; the motivation for achievement and for independent learning. By contrasting children and adults, we look at the unique psychological traits of adult education and the role of new electronic media (computer, CD, internet) in the art education.
Semester 4:
The course introduces students to the psychology of disposition, interest, temperament, character, and personality. It discusses the main personality types, cognitive styles and personality assessment procedures. It deals separately with psychological tests aimed specifically at so-called aesthetic and non-aesthetic persons.
Fifth semester:
The course discusses the psychology of impressions about other people and of biases and prejudices. Furthermore, it provides a characterisation of the worldview - the scientific and artistic preconceptions - of the so-called prejudiced person; the role of peer pressure and professional pressure, the components of conformation, the socialisation of aesthetic and moral norms, tools of mass communication and their role, their psychological effect mechanisms and the relationship of aggression.