Pascale Ezan and Joëlle Lagier
The objective of this research is to understand how children develop their aesthetic sensibility. This question will be examined using modern art pictures and logos.
Abstract
Purpose
The objective of this research is to understand how children develop their aesthetic sensibility. This question will be examined using modern art pictures and logos.
Design/methodology/approach
The study refers to a qualitative method based on interviews with children aged 7 to 12. A total of 24 children were questioned. In order to reinforce the corpus, the authors tried to even out the proportion of girls and boys and to vary their social origins. The study was conducted during the summer of 2007 in three activity centers situated in the west of France.
Findings
The paper indicates clearly a strong aesthetic sensibility in children. Visual beauty is the first criterion used for ranking in the scale of preference. The research also brings to light three individual characteristics that can be taken into account to understand how children develop their aesthetic judgment: involvement, age, and gender.
Research limitations/implications
The study confirms the need to combine the methods of gathering data when dealing with children. The interviews raised a number of interesting points. However, an obstacle presented itself in the shape of the silence of a few children who were apparently troubled by the difficulty of the questions they were asked or by their lack of verbal skills to formulate their preferences clearly.
Practical implications
Concerning the managerial aspect, the three individual characteristics of a child aesthetic sensibility (involvement, age, and sex) could bring important indications to manufacturers who trade on the markets for children.
Originality/value
Regarding the academic aspect, it is the first research that deals with the influence of aesthetic judgment of a child on the choice of products.
Details
Keywords
Bruno Godey, Joëlle Lagier and Daniele Pederzoli
The purpose of this paper is to address the recent evolution of the luxury goods sector as well as the distribution strategy of some major companies. The distribution strategy…
Abstract
Purpose
The purpose of this paper is to address the recent evolution of the luxury goods sector as well as the distribution strategy of some major companies. The distribution strategy must consider two different issues: first, the need to control the value chain in order to gain a competitive advantage in a sector that is becoming concentrated; second, the need to meet a desire for emotions and for aesthetic experience, as expressed by the customers of luxury goods.
Design/methodology/approach
For this exploratory phase, the paper chooses to draw the data from a convenience sample made of undergraduate students from the Rouen School of Management. Slides presenting a varied selection of luxury goods stores are exposed. On the basis of this sample, a principal component factor analysis with Varimax rotation is performed. This enabled us to find a three‐factor structure. As a preliminary, tests are carried out on the suitability of the data sample for factor analysis. The paper also testes the internal reliability of this scale.
Findings
The paper introduces and validates a scale measuring the aesthetic style of consumers of luxury goods and an extension of this scale to the outlets selling these papers.
Originality/value
As for the academic aspect, it is the first application of a measurement scale of aesthetic perception to retail. Concerning the managerial aspect, the three dimensions of the scale could bring important indications to luxury goods firms as well as to shop designers concerning the elements which influence consumer perception.
Details
Keywords
This chapter presents performance pedagogy as an interdisciplinary construct and potential bridge between history-based performance and classroom teaching. This chapter proposes…
Abstract
This chapter presents performance pedagogy as an interdisciplinary construct and potential bridge between history-based performance and classroom teaching. This chapter proposes Living History in the Classroom: Performance and Pedagogy's central theme: that storytelling and historical interpretation are effective teaching tools. These techniques are integral at many public history settings for on-site and outreach education; Freeman Tilden's foundational 1957 interpretive guidelines for America's national parks paired engagement with education and still influence the public history field. Yet, a review of related literature suggests that limited attention has been paid to translating these techniques for educators' use, whether as performers, as mentors for their students, or in collaborating with historic sites. The pedagogy inherent in storytelling and interpretive performance aligns with their potential instructional value, as has been documented for educator's performance pedagogy in the arts. Similarly, the continuing need to engage current and new audiences impacts how these organizations conduct educational programs and visitor attractions. In the same respect, PK-16 educators and administrators consistently seek best practices for engaging today's Generation Z students (born between 1997 and 2012) and the generation that follows, termed Generation Alpha (McCrindle, 2020). This chapter features a performance pedagogy model that combines historical and instructional objectives that draw from research and observation of first-person interpreters performing in teacher professional development workshops and the author's personal instructional and interpretive experience. This chapter contains a related interview with a noted historian-performer and for educators' use, a worksheet with guiding questions to create or analyze a historical character, educational content, related pedagogy, and key aspects of a performance.