Aesthetic Learning About, In, With and Through the Arts: A Curriculum Study.
Aesthetic learning is a major issue in arts education. The 'method of art' is often expected to facilitate in-depth learning not only in the arts but across the curriculum. This article defines aesthetic learning in terms of a conceptual framework based on two dimensions, one representing the goal a...
| Published in: | International Journal of Art & Design Education Vol. 31; no. 2; pp. 166 - 180 |
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| Format: | Article |
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Wiley-Blackwell
Jun2012
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=76169389&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 76169389 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Jun2012 vid: 31 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 76169389 10.1111/j.1476-8070.2012.01737.x ppf: 166 ppct: 14 formats: fmt: @attributes: type: P size: 967KB tig: atl: Aesthetic Learning About, In, With and Through the Arts: A Curriculum Study. aug: au: Lindström, Lars affil: Professor of Education at Stockholm University. su: Art education Curriculum research Educational objectives Aesthetics education sug: subj: Art education Curriculum research Educational objectives Aesthetics education keyword: arts craft curriculum studies divergent thinking interdisciplinary mediation sloyd ab: Aesthetic learning is a major issue in arts education. The 'method of art' is often expected to facilitate in-depth learning not only in the arts but across the curriculum. This article defines aesthetic learning in terms of a conceptual framework based on two dimensions, one representing the goal and the other the means of aesthetic learning. The goal is described as convergent or divergent. Convergent learning is goal-directed, focused and rational, while divergent learning is explorative, open-ended and intuitive. The means are described as medium-specific or medium-neutral. Medium-specific learning emphasises the forms of representation, for example words, pictures, algebra, dance. Medium-neutral learning emphasises instrumental aspects of learning, such as academic achievement or personal development. Combining these dimensions two-by-two, the author arrives at a suggested definition of what is meant by learning about, learning in, learning with and learning through the arts. The rest of the article investigates the potential utility of this framework in various contexts and for different purposes. First, the author presents two temporary 'Culture-in-School' projects. Secondly, the framework is used to study aesthetic learning processes in sloyd (art & craft), based on student teachers' portfolios in metalwork. Thirdly, the four modes of learning are compared to equivalent modes of teaching: the instructor, the facilitator, the advisor and the educator. Fourthly, there is a discussion on the role of aesthetics in a 'balanced' curriculum. Finally, there is an argument on the need for a variety of assessment tools based on the four modes of learning and teaching, such as copying, portfolios, projects and the repertory grid technique. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2012 holdings: @attributes: islocal: N |
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