Aesthetic Education – Using the Arts Experience in the Classroom
Activation Ideas
Pre (before the artistic experience) Ways in which you can connect to the arts experience and prepare students can include learning about the artist, learning about the origin of the arts experience, thinking about the theme or how it connects. | Before students have an arts experience, it is important to realize the value of preparing them, whether for the performing arts or fine arts. |
This is an example of a way to reflect. | In looking at a painting ask students to do the following: If you were to think of a story, what would it be? Why did the curator select these photos? After realizing a theme from the painting ask students how they can connect? Share with a partner. Compare and contrast Tell the story behind how they go there. How are they similar/different? |
Students can bring in an object that connects to the arts experience. Students can share. | |
Arrange the classes objects in a way that they can all be seen. Student selects one and sketches it. | |
Arrange students in groups and have them bring their sketches and discuss the following: What do you understand about the objects partners sketched? What connections can infer between the object and the person? How can you make sure that comes across with your language in what I’m about to ask you to do? Select a theme. For example, home. Groups fill in the following I AM Poem and write it out: Group 1 I am (two special characteristics) I wonder (something you are curious about) I hear (an imaginary sound) I see (an imaginary sight) I hope (something you hope for) I am (the first line repeated) Group 2 I want (an actual desire) I am (the first line of the poem restated) I pretend (something you pretend to do) I feel (a feeling about something imaginary) I hope (something you hope for) I am (the first line repeated) Group 3 I touch (an imaginary touch) I worry (something that really bothers you) I cry (something that makes you very sad) I am (the first line of the poem repeated) I hope (something you hope for) I am (the first line repeated) Group 4 I want (an actual desire) I am (the first line of the poem restated) I pretend (something you pretend to do) I feel (a feeling about something imaginary) I hope (something you hope for) I am (the first line repeated) Group 5 I touch (an imaginary touch) I worry (something that really bothers you) I cry (something that makes you very sad) I am (the first line of the poem repeated) I hope (something you hope for) I am (the first line repeated) Group 6 I understand (something you know is true) I say (something you believe in) I dream (something you dream about) I try (something you really try about) I hope (something you hope for) I am (the first line repeated) Group 7 I am (two special characteristics) I wonder (something you are curious about) I hear (an imaginary sound) I see (an imaginary sight) I hope (something you hope for) I am (the first line repeated) Students will finish and come back as a whole class and read them by group one after the other. | |
Post (after the experience) | Facilitator should think of ways to connect the experience to core content. |
Discussion
Aesthetic Education is an approach to teaching and learning that engages students in learning about works of art through hands-on inquiry, questioning, writing, and art making. Maxine Greene is an American educational educator and social activist who believes that it is crucial for all students and teachers to create meaning in their lives. She sees humanities and arts as ways to move awareness and conscious engagement in the world. She believes in emphasizing the human experience which includes the living human individual’s emotions as well as thoughts. Greene believes that the teacher’s role in the classroom is to help students find their various paths in life and believes teachers themselves must be deeply involved in their own learning to help their own students. Greene believes that "we must look inside ourselves to discover our own truth and purpose in life". In 2003, she founded the Maxine Greene Foundation for Social Imagination, the Arts, and Education. The foundation supports the creation and appreciation of works that embody fresh social visions. In 2005, she inspired the creation for the High School of Arts, Imagination, and Inquiry. The school encourages students to expand their imaginative capacities in the arts and other subject areas.
Maxine Greene was impacted greatly by Dewey. John Dewey was an American educator and social activist and believes deeply in Progressivism. Progressivism is a philosophy advocating progress and change (as opposed to maintaining things as they are). Progressives work toward what they hope will be better conditions, implement what they consider more enlightened ideas, and try new or experimental methods to facilitate change. Dewey worked to democratize schools.
One of the major beliefs of Progressivism is that students learn best through social interaction and learning. Examples of Progressivism in the classroom would be project-based learning with a strong emphasis on problem solving and critical thinking and the development of social skills. Dewey believed in education for social responsibility and democracy and tried to make the students better citizens. His values helped shape the destiny of America and the classroom.
Lincoln Center Institute which then became Lincoln Center Education, was founded by Maxine Greene. Their guiding principles were clearly stated in their Capacities which included the following:
Connections
Deep Noticing
Identifying Patterns
Making Meaning
Living with Ambiguity
Their principles encouraged all lesson plans to have an Aesthetic Line of Inquiry as well as a Pedagogical Line of Inquiry. This encourages curriculum to be based in the art experiences as well as core content.
Resources
Goldman, Karen L., Maxine Greene: Influences on the Life and Work of a Dynamic Educator. (2010). Journal of Educational Controversy.
Gulla, Amanda. Aesthetic Inquiry: Teaching Under the Influence of Maxine Greene. (2018). The High School Journal.
https://maxinegreene.org/uploads/library/imagination_oc.pdf
Additional Resources
Westbrook, Robert B. (1993). John Dewey and American Democracy. Ithica: Cornell University Press