'What is art?' for children around the world : a comparative analysis

Abstract

Art as a concept often operates within a particular culture. Through social interaction with adults, children build up a fund of social knowledge, which influences their own interpretations of art. This paper compares the findings of different studies examining children’s perceptions of art, which took place in different geographical (Los Angeles, New York, Nicosia/Cyprus), ethnic/ cultural (Whites, Latino, African-American, English speakers, Greek speakers), socioeconomic and curriculum contexts. Despite the significant disparities observed in the contexts under review, striking similarities are noted in children’s perceptions of art. These results have implications for the way we seek to understand what art is for children. More importantly, though, they highlight that art has a universal meaning for children and as such it can be used as a means for understanding, appreciating and accepting diverse cultures.