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• W242853348 abstract "An early Monday morning, and the signs of it are everywhere--droopy eyes, ruffled hair, mismatched socks, and a few yawns. The third graders at Mountain Elementary are still waking up. Ms. Claire Benson (1) sits in a green wingback chair and invites students to join her. Next to Claire is a flip chart with a series of words and definitions. They are themes she has incorporated into her teaching. She has defined them in ways her students can understand: Sensory experience: explore with your senses--taste touch smell sound see Imagination: imagine possibilities--real and fantasy Perceptivity: the more you look the more you see and know Active engagement: participate and enjoy the experience Risk taking: try something outside of your comfort zone Connections: connect to the subject (connect through senses, emotions, knowledge, and people) The purpose of this article is to reveal what happens when teachers provide their students with aesthetically-oriented activities to engage their learning. The above vignette shows one teacher, Claire, who intentionally strives for this type of education and has incorporated what we term aesthetic themes--sensory experience, imagination, perceptivity, active engagement, risk-taking and connections. How does Claire use these themes? When and how do they support her educational intentions? Answers to these questions are the substance of this report. (2) BACKGROUND INFORMATION Claire, in her mid-30s, is an athletic, soft-spoken teacher with 4 years of teaching experience. She currently teaches in a middle-class suburban elementary school that also serves as an English Language Learner (ELL) magnet school. As a part of her teacher education program, Claire enrolled in the Aesthetic Education Institute of Colorado (AEIC), which has as its goals to awaken teachers' artistic sensibilities and provide educators with an understanding of education from viewpoints. AEIC is similar to a number of aesthetically-oriented programs that abounded since the 1960s. Early programs such as CEMREL, for example, established teacher training programs to help promote its goals. Today, Think360Arts, Young Audiences, The Lincoln Center, Project Zero and the Kennedy Center, among others, each strive to keep the arts alive and to provide various approaches to education. AEIC, co-sponsored by the University of Denver and Think360Arts, offers each summer an eight day Institute, taught largely by practicing Colorado artists in dance, theater, visual art, music and poetry (see Perlov, 1998 and Romero, 1997 for an understanding of the Institute). To assist teachers in making the conceptual and practical bridges between participating in the arts and thinking about the meaning of those experiences for education, AEIC hires bridge-builders, one of whom was Claire. Thus, well versed in the ideas of AEIC, Claire was eager to incorporate an education in her own classroom. Relevant Literature As indicated above, a number of organizations have espoused the significance of an education, and their ideas have been drawn from various philosophers and educational theorists. Leading educational writers include Maxine Greene (1995, 1978), Elliot Eisner (1994, 2002a), Dwayne Huebner (1999) and Ralph Smith (2005), among others. Leading philosophers from whom educators draw conceptual ideas include John Dewey (1934), Susanne Langer (1957), Herbert Read (1974), Giles Deleuze (O'Sullivan, 2008), and Alain Badiou (2004), again, among many others. A journal, the Journal of Aesthetic Education, is dedicated specifically to education. Our work is situated largely in the ideas of John Dewey, particularly those found in his text Art as Experience. We recognize the critics of Dewey's (see Langer, 1957) and educational ideas (see Hirsch, 1987), but we have chosen to embrace his pragmatic ideas, and we are not alone in using this seminal book and drawing out its potential educational implications. …" @default.
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• W242853348 title "Chapter 12: Aesthetic Themes of Education" @default.
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