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Implications of feminist aesthetics ...

Ament, Elizabeth.

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Implications of feminist aesthetics for art education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Implications of feminist aesthetics for art education./
作者:	Ament, Elizabeth.
面頁冊數:	135 p.
附註:	Source: Dissertation Abstracts International, Volume: 56-06, Section: A, page: 2085.
Contained By:	Dissertation Abstracts International56-06A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9533923

Implications of feminist aesthetics for art education.
Ament, Elizabeth.

Implications of feminist aesthetics for art education. - 135 p.

Source: Dissertation Abstracts International, Volume: 56-06, Section: A, page: 2085.

Thesis (Ph.D.)--The Ohio State University, 1995.

In this study, I extrapolate issues and concepts drawn from perspectives in feminist inquiry in aesthetics of the 1980's and early 1990's. In the final chapter, I propose a model for teaching in art educational contexts based on my synthesis of these feminist perspectives. Because there are differing schools of thought within feminist scholarship, I draw primarily on the work of two contemporary feminist theorists, Hilde Hein and Estella Lauter. Combining Hein's proposal for reconceptualizing aesthetics with Lauter's proposal for a new theory of art, I extrapolate several major issues on which to base art educational practice: (1) a focus on the role of the social construction of gender, (2) an awareness of multiple perspectives and of the complexities involved balancing these diverse perspectives, (3) an emphasis on the interconnection of art and culture, and (4) a recognition of the need to revise aesthetic theory.Subjects--Topical Terms:

1018432
Education, Art.

Implications of feminist aesthetics for art education.
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245 1 0 $a Implications of feminist aesthetics for art education.
300 $a 135 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-06, Section: A, page: 2085.
500 $a Adviser: E. Louis Lankford.
502 $a Thesis (Ph.D.)--The Ohio State University, 1995.
520 $a In this study, I extrapolate issues and concepts drawn from perspectives in feminist inquiry in aesthetics of the 1980's and early 1990's. In the final chapter, I propose a model for teaching in art educational contexts based on my synthesis of these feminist perspectives. Because there are differing schools of thought within feminist scholarship, I draw primarily on the work of two contemporary feminist theorists, Hilde Hein and Estella Lauter. Combining Hein's proposal for reconceptualizing aesthetics with Lauter's proposal for a new theory of art, I extrapolate several major issues on which to base art educational practice: (1) a focus on the role of the social construction of gender, (2) an awareness of multiple perspectives and of the complexities involved balancing these diverse perspectives, (3) an emphasis on the interconnection of art and culture, and (4) a recognition of the need to revise aesthetic theory.
520 $a I believe that an art education model grounded in these feminist perspectives in aesthetics has profound implications for art education. Since these issues have not been a part of aesthetic debates until quite recently, they offer rich, largely untapped resources to use as a basis for developing strategies for teaching art. Students in art classrooms using this model for experiencing art have an opportunity to critically examine previously unexplored perspectives about the role and nature of art. Through this model, students are encouraged to consider that art is created in an interactive cultural system. Therefore, all art forms need to be studied within their cultural context. Cultural beliefs including biases need to be part of this study. To consider the marginalization of those who are born female is one way to begin to address and revise the complex cultural practices in Western culture that have marginalized other groups as well. Using selected issues from feminist scholarship as a basis, I propose that art educators guide students in an analysis of cultural codes encouraging students to work toward a revision of those cultural codes that have enabled the prioritizing of some art forms and the marginalization of others.
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