Pages 430-444. In Art Beyond Sight: A Resource Guide to Art, Creativity and Visual Impairment. 2003. Edited by Elizabeth Salzhauer Axel and Nina Sobol Levent. Copublished by Art Education for the Blind, Inc. (AEB) and AFB Press of the American Foundation for the...
Housen discusses how she measures aesthetic response and gives examples of viewer responses from Stages I and II. Student growth, in particular, how to foster it, leads to a discussion of the VTS method. This is followed by a brief description of Byron, Minnesota...
VUE co-founder Abigail Housen gives an account of how she began her study of Aesthetic Development, how she came up with her research methodology, and the overall findings of her 20 years of research. Housen also briefly discusses how she applied what she learned to...
Cognitive psychologist Abigail Housen presents her study of museum visitors at the Institute of Contemporary Art in Boston, using three different methods of collecting data: demographic; attitudinal; and developmental. This article discusses her research methodology,...
Originally appearing in: From Periphery to Center: Art Museum Education in the 21st Century, edited by Pat Villenueve. Reprinted with permission from The National Art Education Association, Reston, VA. Copyright 2007. View Publication
Originally appearing in the April 2008 issue of NAEA News, the authors respond to an article by Ellen Winner and Lois Hetland View Publication
Contains descriptions of selected studies relevant to VTS, from 1988 to 2003. Descriptions include treatment, assessment tools, descriptions of subjects, findings, and project director/site coordinator. View Publication
San Antonio Independent School District students who completed VTS lessons significantly outperformed students who did not receive VTS, in aesthetic and critical-thinking growth. Students with VTS transferred critical-thinking skills to individual art-viewing...
Principal Researcher: Abigail Housen Senior Research Associate: Karin DeSantis Results show VTS causes critical-thinking growth and transfer of critical thinking to other contexts and content. A five-year study with Byron School District, Minneapolis Institute of the...