| The purpose of this exposition is to establish a differentiated set of visual metaphors in order to explain what is involved in the taking or the offering of certain works this way and to determine whether or not this function of works should become a more integral part of Art Education's content area.;Through the developed set of examples it was found that if visual metaphor is understood as a matter of formative symbolization, then its status is elevated far beyond that of the decorative or extraneous. Accordingly, the developed example of ornament demonstrates how a part of something may function metaphorically and may do so importantly to the extent of involving appropriateness or falsehood. The picturesque presents the metaphorical exemplification of non-verbal symbols in that it is an instance of landscape symbolizing pictures. The example of allegory demonstrates that visual metaphor may be constituted within a series of works and it contains an example of pictorial irony. The last example, allusion, addresses, through visual metaphor, how a complex of things and ideas may become connected and it is argued that allusion provides a better basis for the understanding of such connections than ideas based either on evocation or association. Finally, through these examples it was also discovered that visual metaphor may be used as part of a constructive response to art works. Therefore, it is recommended that visual metaphor become a more integral part of Art Education's content area.;The organization, analysis, and commentary accompanying the developed set of examples relies on the application of Nelson Goodman's theory of metaphor as contained within his general theory of symbolization. Thus, underlying the set of examples is the notion that visual metaphor functions symbolically and this function is formative in that it makes possible subsequent comparisons, likenesses, or analogies. In addition, while this set includes some metaphors constituted by the application of terms or predicates to certain art works, it emphasizes visual metaphors constituted by art works functioning as non-verbal predicates. |
