Literature in art education suggests a link between aesthetic experiences and value awareness. The existence of such a link could have important implications for the role of art education in our schools, answering to the often expressed need to address values within our educational programs. However, most available work on this subject is theoretical, and often based on untested prior assumptions. Therefore claims to knowledge of this link cannot yet be explicitly made. / It is my contention that an inquiry into the nature of aesthetic experiences is required before subsequent claims to knowledge of its relation to value awareness can be made. I also believe that phenomenology offers the best suited method for carrying out such an investigation. / This thesis is therefore concerned with the rationale for the need of a phenomenological investigation into aesthetic experiences: justifications being provided on the basis of the available literature and the phenomenological method itself.

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Kung, Eton. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 208-228). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

The search for the, presence of aesthetic education in the visual arts and its connection to history in the formative part of British Columbia's development, up to 1945, was the intent of this study. I propose that aesthetic education has been present in the public schools of British Columbia through most of the time span of this study. The time span 1872 to 1945 was chosen as a logical time frame for the study; the inception of the public school system to its total reorganization, both physically and financially, following the Cameron report (1945). A thorough review of the documents written by the Department of Education; Annual Reports of the Public Schools, Curricula for Public Schools, Programmes of Studies, and surveys were all read for traces, snippets, innuendos, and allusions to, the subject of this study. Loral and general histories as well as histories of education were read in search of connecting webs of commonality. International and intercontinental "movements" in the visual arts were examined to see any connection with the development of aesthetic education in the visual arts in British Columbia. The unstable economy of British Columbia, based as it is on primary resource extraction and international markets, has had Its effect on the development of British Columbia and its public schools. Being a geographically convoluted region with isolated pockets of population, ease of transportation between points in British Columbia has also shown its influence on the educational system. The Department of Education was aware of international movements in aesthetic education in the visual arts, but the finances of the Individual 649 active school districts varied from a few wealthy city districts to hundreds of impoverished rural districts. The type of teacher training also played a major part in the growth of aesthetic education. On paper then it seemed as though the pupils of British Columbia's Public Schools were receiving a contemporary aesthetic education, but in fact this idea was only a dream in many areas of British Columbia. / Education, Faculty of / Graduate

This autoethnographic study explores a space for aesthetic education in a Western classical music conservatory setting. It examines my own teaching of a graduate-level elective course called Modernism: Art and Music over the span of three years under the zero-Covid policy in China. Through my own attending as a teacher, I explore areas of wide-awakeness, imagination, and pluralism found within the framework of Maxine Greene’s aesthetic education philosophy. By documenting my transformative and reflexive journey, I hope to shed light on the possibilities for educators and policymakers to consider a wider implementation of aesthetic education approaches in the conservatory to better support students’ personal, musical, and career developments.

This work's theoretical exploration delves into the varied meanings and implications of aesthetics, transactions, and answerability, drawing heavily on the theories of John Dewey, Mikhail Bakhtin, and Louise Rosenblatt. It synthesizes their contributions to understand how experiences shape and are shaped by transactions with the environment. The analysis is organized into chapters that examine texts and reflect on practices in writing and teaching, connecting these activities to the central themes.

This study examines the use of aesthetics in the art education curriculum as a strategy for building oral language skills and critical thinking skills. In this study reproduced artworks were used to stimulate discussion; students learned to scan paintings using a technique called aesthetic scanning during which they learn how to look at a painting orally through guided questioning by the classroom teacher. It was concluded that providing oral language opportunities through the implementation of the aesthetic scanning program was an effective way to promote oral language skills and critical thinking skills in the kindergarten classroom. Arts, as a core subject can be taught through Disciplined Based Art Education (DBAE). With DBAE all students are given the oppportunity to actively engage in oral language activites as they aesthetically view works of art.

University of Macau / Faculty of Education