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Aesthetic Education: Some Key Elements of AE Practice


Focus on Specific Artworks as Primary Sources

  • Art works chosen for resonance within context of art form
  • Specific art works selected might address particular themes, curriculum objectives availability and accessibility

Art Making

  • Hands-on experience of art processes intrinsic to discipline of art work under study
  • Recommend at least one pre-performance workshop with a post-performance reflection lead by TA and/or educator

Inquiry (pre, during and post lessons)

  • Questioning strategies and inquiry-based teaching and learning processes are prominent throughout experience

 Reflection (pre, during and post lessons)

  • >Reflecting through multiple modalities that support engagement and that include kinesthetic experience of gestures in a painting, reflective writing, visual representation and discussion

 Research

  • Inclusion of contextual information related to the work of art under study that illuminates the world out of which the work of art emerges such as social context, academic research, biographical information of the artist and personal connections

 
<*Note: Some of the key elements of this approach to AE originated at Lincoln Center Education (LCE), as developed over many years by teaching artists and staff. based upon Maxine Greene’s philosophic writings.
 
 


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