Teaching and learning aesthetics: A qualitative study of the implementation of aesthetics in a middle school art class
Abstract
This research investigates teaching and learning aesthetics in a middle school art class. This study is motivated by the lack of current research promoting teacher understanding of the concept of aesthetics and methods of teaching aesthetics successfully. A historical account of aesthetics in art education is included along with a review and description of some of the prominent aesthetics theories and art critical methods used in the classroom. This qualitative study employs a researcher-created, philosophical, and inquiry-based model to teach an aesthetics unit to an eighth-grade art class. From a phenomenological perspective, the day-to-day unfolding reality of this learning experience is described and analyzed. Results shed light on the nature of aesthetics understanding in children, on the relationship of aesthetics learning to a discipline-based art education curriculum, and on how teaching and learning aesthetics affects and is affected by the overall learning environment typical in public schools.
Degree
Ph.D.
Advisors
Anderson, Purdue University.
Subject Area
Art education|Secondary education
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