The influence of extended contextual information provided in a contemporary art gallery on aesthetic experience of art faculties students

Abstract

We aimed to investigate whether educational activities in the form of guided tours through an exhibition change the appreciation of art when young experts (i.e. first-years students of artistic faculties) view contemporary art in a gallery. Participants viewed and assessed the artworks presented at the gallery twice - before and after taking part in a guided tour led by a gallery educator. The guide-led tour increased both understanding and ratings (the hedonic value) of the artworks, which is consistent with the “effort after meaning” hypothesis and also with the model of aesthetic appreciation and aesthetic judgments. Our results suggest that the reception of works of art by young experts is changed when they are under the influence of extensive contextual information.