Aesthetic Education

Bildung und Kultur. Ästhetische Grundlagen der Vergleichenden Pädagogik, in: Manuel Fröhlich et. al: Bildung und Kultur - Relationen, Jena 2012, pp. 53-80

by Karsten Kenklies

The young child and the masterpiece: A review of the literature on aesthetic experiences in early childhood

by Lea Mai

In this article, we reflect on the nature of young children’s experiences of viewing art in a museum setting by... more In this article, we reflect on the nature of young children’s experiences of viewing art in a museum setting by examining the scholarly literature of the last three decades. We take as a starting point, Martha Taunton’s 1982 literature review. Since then, social constructivist theory and practice, as seen in Falk and Dierking’s Contextual Model of Learning (2000), has allowed research to move into the museum and to become more child-centric. While attention has been given to the logistic and organisational aspects of children’s visits to museums; to educational outcomes and developmental milestones, very little is known about the features and impact of the aesthetic experience itself on young children. By applying Csikszentmihályi’s theory of ‘flow’ to young children’s art appreciation, we can at last begin to expand our view of aesthetic experiences in early childhood.

Art and Education - or the dark side of pedagogy. A dialogue (with Christiana Galanopoulou)

by Max Ryynanen

Co-authored with Christiana Galanopoulou.

Aesthetical attributes in the life and work of Lorraine Botha: an aesthetical investigation into

by Jannie Pretorius

In this article the attributes of the pedagogical artistry of Lorraine Frances Botha, lecturer at the Centre for... more In this article the attributes of the pedagogical artistry of Lorraine Frances Botha, lecturer at the Centre for Educational Development of the School of Education at the University of the
Free State in Bloemfontein, South Africa are investigated. Specific reference is made to her ability to keep the sustained attention of participants of her Mathematics workshops by communicating skilfully and artfully, by switching activities briskly and by establishing harmony in her presentation. Her intuitive ability to “read” the facial expressions of participants and adapt her presentations accordingly is discussed. An attempt is made to compose a bricolage* of her artistry within the framework of an aesthetic inquiry.
Keywords: Pedagogical artist, attributes, aesthetic experience, bricolage, aesthetic inquiry, problem solving, communication, harmony, constructivism, appreciation, intuition, Mathematics education, Family Math.

Aesthetical attributes in the life and work of Lorraine Botha: an aesthetical investigation into

by Jannie Pretorius

In this article the attributes of the pedagogical artistry of Lorraine Frances Botha, lecturer at the Centre for... more In this article the attributes of the pedagogical artistry of Lorraine Frances Botha, lecturer at the Centre for Educational Development of the School of Education at the University of the
Free State in Bloemfontein, South Africa are investigated. Specific reference is made to her ability to keep the sustained attention of participants of her Mathematics workshops by communicating skilfully and artfully, by switching activities briskly and by establishing harmony in her presentation. Her intuitive ability to “read” the facial expressions of participants and adapt her presentations accordingly is discussed. An attempt is made to compose a bricolage* of her artistry within the framework of an aesthetic inquiry.
Keywords: Pedagogical artist, attributes, aesthetic experience, bricolage, aesthetic inquiry, problem solving, communication, harmony, constructivism, appreciation, intuition, Mathematics education, Family Math.

A New Problem for Aesthetics

by Kevin Melchionne

Contemporary Aesthetics, Volume 9, 2011

The essay introduces readers to the problem of aesthetic unreliability, the variety of ways in which it is difficult... more The essay introduces readers to the problem of aesthetic unreliability, the variety of ways in which it is difficult to grasp our aesthetic experience and the consequent confusion and unreliability of what we take as our taste.

Misappropriation of Our Musical Past

by Theodore Gracyk

Journal of Aesthetic Education, 45:3 (Fall 2011), pp. 50-66.

Working from recent views on why some types of art appropriation involve ethically questionable cultural... more Working from recent views on why some types of art appropriation involve ethically questionable cultural misappropriation, I argue that parallel issues arise in contemporary presentations of older instrumental music when that music reflects a philosophy of music that is "foreign" to audience expectations about music. Modern performances of the standard classical repertoire involve a degree of cultural appropriation, yet such works are typically presented in a way that would be morally questionable were the same practices directed at works of art that did not originate in “our” cultural tradition. Specifically, I am concerned with the interpretive narratives that are routinely supplied to audiences in support of performances of older instrumental music. These narratives are typically presented, for example, in concert and recording program notes. Music critics and music educators are morally irresponsible for relentlessly encouraging audiences to respond to older non-programmatic instrumental works—"pure" music—in this manner.  To the extent that I can locate any recognition of a duty that covers my concern, I find it in the ethics of education and of history.

Ästhetische Erfahrung und Gemeinsinn. Zu einigen Kategorien der Kantischen Ästhetik und ihrer Relevanz für die Musikpädagogik, in: Ästhetische Theorie und musikpädagogische Theoriebildung (Sitzungsbericht 1994/95 der Wissenschaftlichen Sozietät Musikpädagogik) (= Musikpädagogik. Forschung und Lehre Beiheft 8), hg. v. H. J. Kaiser, Mainz (Schott) 1998, S.36-66

by Juergen Vogt

Ist ästhetische Bildung möglich? Eine Herausforderung, mehrere Entgegnungen und viele Fragen, in: Musik und Unterricht H. 34, 1995, S.56-59 (zusammen mit Chr. Rolle).

by Juergen Vogt