Abstract :
Through exploratory art criticism, children learn
to focus their vision, develop new viewpoints,
and exchange ideas. I encouraged children in
Turkey, Japan, and on the Navajo Reservation in
Northeastern Arizona, United States to explore
dimensions of my Turkish carpet. I discovered
similarities and differences in their ethnoaesthetic
responses, a group’s beliefs and ideas
on art and how and why they respond the way
they do. The exercise in art criticism began with
description, analysis and interpretation questions
that served as a springboard for sharing
technical information, symbolism, and cultural
stories. The paper ends with generated insights
not generalised conclusions about changing
ethno-aesthetic meanings and values in traditional
cultures.
