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Teaching for the aesthetic experience.

Black, Margaret Grace.

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Teaching for the aesthetic experience.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teaching for the aesthetic experience./
作者:	Black, Margaret Grace.
面頁冊數:	272 p.
附註:	Adviser: Mariagnese Cattaneo.
Contained By:	Dissertation Abstracts International61-02A.
標題:	Education, Art. -
電子資源:	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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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.
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