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Teaching for the aesthetic experience.

Black, Margaret Grace.

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Teaching for the aesthetic experience.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teaching for the aesthetic experience./
Author:	Black, Margaret Grace.
Description:	272 p.
Notes:	Adviser: Mariagnese Cattaneo.
Contained By:	Dissertation Abstracts International61-02A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9964497
ISBN:	0599689080

Teaching for the aesthetic experience.
Black, Margaret Grace.

Teaching for the aesthetic experience. - 272 p.

Adviser: Mariagnese Cattaneo.

Thesis (Ph.D.)--Lesley University, 2000.

This study answered the question, “How to teach for the Aesthetic Experience in the visual arts?” Six women art educators served as study participants. The researcher identified five components of aesthetic experience: perception, cognition, imagination, emotion, and discovery. Informed by theories of conversational teaching methods, aesthetic development, and adult development, the researcher designed and executed a qualitative case study that incorporated all five components. Art viewing, art making, and evaluative response were the tools used in the study to foster aesthetic understanding. The researcher acted in the role of participant-observer in the study.

ISBN: 0599689080Subjects--Topical Terms:

1018432
Education, Art.

Teaching for the aesthetic experience.
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005 20110429
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020 $a 0599689080
035 $a (UnM)AAI9964497
035 $a AAI9964497
040 $a UnM $c UnM
100 1 $a Black, Margaret Grace. $3 1254013
245 1 0 $a Teaching for the aesthetic experience.
300 $a 272 p.
500 $a Adviser: Mariagnese Cattaneo.
500 $a Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0461.
502 $a Thesis (Ph.D.)--Lesley University, 2000.
520 $a This study answered the question, “How to teach for the Aesthetic Experience in the visual arts?” Six women art educators served as study participants. The researcher identified five components of aesthetic experience: perception, cognition, imagination, emotion, and discovery. Informed by theories of conversational teaching methods, aesthetic development, and adult development, the researcher designed and executed a qualitative case study that incorporated all five components. Art viewing, art making, and evaluative response were the tools used in the study to foster aesthetic understanding. The researcher acted in the role of participant-observer in the study.
520 $a Data collection included audio-taped transcripts from all of the study sessions, artwork created during the study, and a final paper in which participants answered the question, “What effect, if any, did conversation have on my aesthetic understanding?” Data analysis revealed that (1) study participants approached viewing and making art as visual and haptic types, (2) comments about emotion and evaluation were more apparent in the role of viewer than in the role of teacher, and (3) personal pedagogical experiences continued to inform classroom practice.
520 $a The researcher concludes the document with reflections of how conducting this study expanded her understanding of the aesthetic experience and suggests possible applications of theory to practice by formatting an approach to teach for the aesthetic experience.
590 $a School code: 1042.
650 4 $a Education, Art. $3 1018432
650 4 $a Fine Arts. $3 891065
650 4 $a Philosophy. $3 516511
690 $a 0273
690 $a 0357
690 $a 0422
710 2 0 $a Lesley University. $3 1252270
773 0 $t Dissertation Abstracts International $g 61-02A.
790 $a 1042
790 1 0 $a Cattaneo, Mariagnese, $e advisor
791 $a Ph.D.
792 $a 2000
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9964497