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In this paper a brief background on current developments in aesthetics and on how aesthetics consists of contested concepts is followed by a discussion of three. approaches to aesthetics: (1) historical, philosophical aesthetics, (2) aesthetic per- ception and experience, and (3) aesthetic inquiry.
- Problem-Based Learning: A Concrete Approach to Teaching Aesthetics - JSTOR
Although aesthetics is identified as an essential subject in...
- Care, Sociocultural Practice, and Aesthetic Experience in the Art Classroom
aesthetic experiences of children in the art classroom. Care...
- Problem-Based Learning: A Concrete Approach to Teaching Aesthetics - JSTOR
5 Οκτ 2009 · This chapter covers important information related to key terms including aesthetics, Aesthetics Education, and aesthetic literacies.
17 Μαρ 2020 · This study aimed to explore the offering of online art classes based on the analysis of children’s creativity, aesthetic awareness, interactivity, and feedback mechanisms.
Although aesthetics is identified as an essential subject in a discipline-based approach to art education, many art teachers do not include lessons focused on aesthetics in their curriculum. Instead, much of aesthetics-related content is implicit in other activities, such as studio projects, or discussing works of art.
aesthetic experiences of children in the art classroom. Care theory (Noddings, 1995) in forms this investigation by suggesting that care is the bridge between learning independently and learning in a group and thus is essential for effective instruction and learning in the art classroom. When framed within a context of
17 Ιουν 2022 · INTRODUCTION. ‘Aesthetic Education’, then, is an intentional undertaking designed to nurture appreciative, reflective, cultural, participatory engagements with the arts by enabling learners to notice what is there to be noticed, and to lend works of art their lives in such a way that they can achieve them as variously meaningful.
This paper explores Maxine Greene’s views on aesthetic pedagogy and the notion of social imagination, in addition to Grant Kester’s views on dialogical art. These approaches are a call for action in art education, in addition to aesthetic approaches that can be applied in other fields of education.
