Research

A hallmark of VUE as an organization is its constant cycling of research informing theory and practice, practice fueling new questions, and the resulting research informing new practice and theory. In 30 years of studies in a wide range of settings with a wide range of populations Abigail Housen has developed rigorous scientifically based research methods to assess how viewers, experienced and novice, think when looking at art objects, as well as methods to assess the effectiveness of VTS as an academic intervention. Housen’s findings on the aesthetic strengths and needs of beginner viewers informed and guided all elements of VTS, such as selection and sequencing of images and questions.

Initially two kinds of studies were conducted by VUE: museum program and material evaluations and longitudinal studies exploring the impact of programs and curricula on aesthetic development. As demand for evaluations and studies increased Housen decided to primarily focus on the longitudinal studies as aesthetic development occurs over time and these studies provided the most constructive data for revised and improved program and curriculum design and the expanding understanding of the pattern of aesthetic growth. The main components of data collection are aesthetic development interviews and art and museum biography questionnaires. Depending on the study, in addition to these three components other sources of data such as journals, content questions, Material Object Interviews (MOIs):/pages/research-methods, classroom observations and/or videotapes are collected.

Housen’s Theory of Aesthetic Development describes the viewer’s experience when looking at the world around them , specifically at art. Her work is based on published and peer-reviewed research, including over 4,000 subject interviews. VTS is an application of Housen’s theory in that VTS is guided by challenging viewers with developmentally appropriate images to explore, engage and enjoy images.

The VTS program has been studied by Housen, as well as by independent researchers, who explored and documented in controlled experiments the relationship between VTS and students achievement in math, language arts and critical response. Research has also explored how VTS impacts cognition, specifically aesthetic development and critical thinking.

Currently, the research branch of VTS is digging in to some new areas including the impact VTS has on brain development, teacher quality, writing levels and with new constituencies. The research department also provides workshop on Housen’s theory, Aesthetic Development Interview coding workshops , evaluation support for museums, and tools for teacher’s to assess students’ growth.