The purpose of this study was to examine the possibility that incorporating aesthetic qualities into teaching strategies may enhance the learning experience for students and increase the effectiveness and satisfaction of the teaching experience. An investigation was made of aesthetics, aesthetic education, the learning environment, the self, professional development, inservice education, social change, educational innovation, and adult learning. / An overview of the inquiry follows. The second chapter, which examined aesthetics, stated that aesthetic experiences have the potential to put people in touch with themselves, to heighten their consciousness and reflectiveness, and to contribute to their well-being by giving satisfaction through intense encounters. Aesthetic education, an area of study discussed in chapter three, is designed to alter perception, increase sensitivity, heighten experience, educate vision, and develop appreciation through experiences with artifacts and natural phenomena. / Chapter four revealed that an aesthetic learning environment may serve as a functional teaching tool and a support system for education. Another finding was that self-improvement, which may occur through professional development and inservice education, may promote more effective educators and self-actualized beings. / Social change, educational innovation, and adult learning were investigated in the fifth chapter. The literature indicated that American schools could be improved with changes that are planned, positive, inventive, and meaningful to learners and educators. Chapter six considered an inservice plan to promote basic aesthetic literacy for teachers and the use of aesthetic qualities in school buildings, curricula, and teaching methods. The outcomes of successful inservice programs result in new attitudes and teaching methods. / Based on the review of literature, the following conclusions were made: (1) The aesthetic may nourish individuality and self-renewal which may in turn enhance the teaching/learning experience. (2) Incorporating aesthetic qualities in schools may improve the educational process by providing access to more meaningful life-related experiences. (3) Functional aesthetic literacy should be an essential teacher competency. / Source: Dissertation Abstracts International, Volume: 46-06, Section: A, page: 1487. / Thesis (Ph.D.)--The Florida State University, 1985.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75586 |
| Contributors | DILGER, SANDRA COX., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 237 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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