A new model for aesthetic education

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Mary Anne Caruana Jenkins (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Dale L. Brubaker

Abstract: Aesthetic education and the theoretical foundations for its existence have not been accorded the important place in curriculum which they deserve. Recently, Broudy, Greene, and Macdonald have attempted to validate aesthetic criticism as an alternative to scientific or statistical studies in curriculum. Humanistic psychologists have also provided curriculum scholars with a more detailed analysis of the nature of aesthetic experiences in order to help systematize the study of encounters with the arts. This study examines two models of aesthetic criticism which may prove helpful to school curriculum supervisors inasmuch as the models can serve as guides to writing narrative evaluations of school arts programs. Also, the researcher develops a model which compares the aesthetic growth of the individual with the Piagetian model of cognitive development. Using the data on the nature of aesthetic experience, the investigator traces the types of aesthetic experiences a child may typically undergo from infancy through adolescence.

Additional Information

Language: English
Date: 1980
Art $x Study and teaching
Art $x Curricula
Educational innovations

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