Education Commons^™

From Artistic Creation To Aesthetic Reception: The Mirror Model Of Art, Pablo Tinio

Department of Educational Foundations Scholarship and Creative Works

The fields of creativity and aesthetics remain relatively separate in spite of the great advances made in the psychology of the arts over the past century. This divide has limited our understanding of the experience of art. Here I present a model that describes the interface between the two sides: art-making and art-viewing. According to the model, aesthetic experiences mirror the art-making process in the sense that the early stages of aesthetic processing correspond to the final stages of art-making; conversely, the late stages of aesthetic processing correspond to the initial stages of art-making. Considering the aesthetic processing of an …

Reclaiming Subjecthood : Education And The Art Of Quality Experience, Emily Joy Sullivan

Graduate Student Independent Studies

This essay draws on writings in education, philosophy, psychology, neuroscience, and social work to articulate values for educational practice. It looks at individual development, relationship, and art as three fundamental areas of quality experience and education. Within and across these arenas, three themes repeatedly surface: attention, critical mindedness, and the balance of process and product.

A Qualitative Case Study Of The Aesthetic Development Of First Grade Students Through A Constructivist Lens, Brittney Kern

Art Education Projects

Aesthetics is sometimes overlooked in the elementary art curriculum. I wanted my students to gain the skills needed to have more mature aesthetic responses to artwork. I chose to embark on this research to expand first grade students’ aesthetic abilities and to learn how to best teach aesthetics to young children.

As the participants’ teacher, I acted as both a participant and an observer in this study. To triangulate the data, I administered two student questionnaires, one at the beginning of the study and another at the end; I observed and recorded field notes of the students as they worked …

Text, Textile, And The Body In Baudelaire's 'A Une Mendiante Rousse' And Devi's Indian Tango, Michelle C. Lee

CLCWeb: Comparative Literature and Culture

In her article "Text, Textile, and the Body in Baudelaire's 'A une mendiante rousse' and Devi's Indian Tango," Michelle C. Lee aims to rethink the post-romantic division between aesthetics and politics through a reconsideration of the idea of complicity in Charles Baudelaire's poem and Ananda Devi's novel. Lee argues against the claim that aesthetics needs to remain autonomous in order to be able to radically critique bourgeois society. Through a reading of the trope of clothing in each of the texts, Lee re-evaluates the formation of autonomous modernist aesthetics and attempts to show that avant-garde self-reflexivity engages in the …

Rediscovering The Wheel, Brooke Hodge, Risd Xyz

RISD XYZ Fall/Winter 2013: Out of Bounds

What does architecture have to do with pottery? For Adam Silverman BArch 88, these two seemingly disparate creative practices are inextricably intertwined.

Brooke Hodge, director of exhibitions and publications at the Hammer Museum in Los Angeles, writes frequently about architecture and design for major publications. This text is excerpted from a longer essay in the new book Adam Silverman Ceramics, published this fall by Skira/Rizzoli.

Aesthetics In The Classroom For Social Justice : How Do The Theories Of John Dewey, Maxine Greene, And Jane Piirto Inform Us?, Valerie Meiners Comeaux

LSU Doctoral Dissertations

This study asks 1) What is the relationship between art, creativity, and social justice? 2) How do the theories of John Dewey, Maxine Greene, and Jane Piirto inform our understanding of this relationship? 3) What is the role of the arts in contemporary curriculum? To answer these questions, the study chronicled the various roles of art in Western society, from Classical Greece through the present day, before exploring the aesthetic theories of Dewey, Greene, and Piirto. The findings suggest that the absence of an arts-integrated curriculum in most American public schools does not imply the absence of art programs in …