Through the Arts to the Aesthetic: The CEMREL Aesthetic Education Curriculum

1978 ◽  
Vol 36 (4) ◽  
pp. 495
Author(s):  
Ralph A. Smith ◽  
Stanley S. Madeja ◽  
Sheila Onuska
2021 ◽  
Vol 8 (8) ◽  
pp. 83-90
Author(s):  
Zezhou Ye ◽  
◽  
Hui Xiang ◽  

The research defines the basic aesthetic qualities and divides them into three parts: aesthetic consciousness, common sense, and behavior. Empirical evidence from more than 1000 college students of ten universities showed that many students still lack basic aesthetic knowledge and skills, and there are also significant differences in gender, location, and qualification. Therefore, college students have a relatively large demand for aesthetic education curriculum, especially in the arts. But obviously, the current aesthetic education curriculums in colleges and universities cannot meet the needs of students, and it is even more difficult to guarantee the aesthetic ability of students who lack art education in primary and secondary schools. Therefore, it is necessary to make up for deficiency in university courses, and to carry out professional-based and even interdisciplinary and cross-border aesthetic courses can achieve the goals of aesthetic education in universities.


1999 ◽  
Vol 16 (2) ◽  
pp. 115-122 ◽  
Author(s):  
Charles Plummeridge

Over the past three decades it has become customary to regard music education as a form of aesthetic education. Recently a number of writers have expressed some objections to this view which they maintain has acquired the status of an accepted orthodoxy. In a healthy educational climate it is right that any orthodoxy should be questioned and aesthetic education has often become the subject of an international debate The purpose of this paper is not to add another voice to that debate but to re-examine the concept of aesthetic education with reference to the teaching and learning of music in educational institutions.Many discussions on this issue become clouded because the term ‘aesthetic education’ is used in different ways and in different contexts In a broad sense the aesthetic is not necessarily associated with the arts and is taken to be a dimension of experience in any discipline; accordingly, aesthetic education is across the curriculum. Most frequently, it implies an education in the fine arts, the aim of which is the development in children of a particular style of thinking or mode of intelligence. A third view arises from the notion of aesthetics as a form of enquiry best described as the philosophy of art; aesthetic education thus conceived involves the study of topics such as artistic meanings, judgements and values.An examination of these different conceptions of aesthetic education raises a number of philosophical and educational issues that have implications not only for the organisation and practice of music education in schools but also for the education and professional development of teachers.


2021 ◽  
Vol 14 (33) ◽  
pp. e15315
Author(s):  
Maria Regina Johann

Oriented by the theoretical perspective of philosophical hermeneutics, this text addresses the ethical and aesthetic dimension of education, and it has the arts teaching as a reflexive field, emphasizing the artistic experience as a possibility for knowledge and self-awareness beyond the instrumental rationality frameworks. I emphasize, therefore, the artistic experience as an opportunity of (re) approximation among the student, the work and the artist as a way of self-investigation in the field of authorship, with reference to the experimentation of the artistic game and the tensions of the creative process. This creative process triggers a dialogue, which would be in the basis of ethics, since the moral action would be based in the process of co-creation of the aesthetic experience in relation to the work of art.


2013 ◽  
Vol 54 (2) ◽  
pp. 145-160 ◽  
Author(s):  
Olga Płaszczewska

Summary This is an attempt at examining Zygmunt Krasiński’s opinions and preferences with regard to the fine arts, a theme many critics believed to be missing from his writings. While putting things right, this article looks at the issues involved in his artistic choices, for example, what works or artists attracted his attention, in general, and to the point of him actually drawing on them in his own work or provoking him to some response (critical, approving, emotional, etc.). Furthermore, the article tries to explore the reasons and circumstances which may account for Krasiński’s interest in a given painting, print, or sculpture. It may have been the work’s theme as in the case of his ekphrasis of Ary Scheffer’s Dante and Virgil Encountering the Shades of Francesca and Paolo Di Rimini, where literary tradition provided the impulse, or the mode of its execution, or the personal ties with its author, or, finally, some other factors, like a current vogue or simply Krasiński’s individual sensitivity. The ultimate aim of all these inquiries is to outline Krasiński’s relationship with the arts (beaux arts) in the context of the aesthetic preferences of the epoch.


Author(s):  
Rolando Vazquez ◽  
Miriam Barrera Contreras

RESUMEN Hay que pensar la decolonialidad en relación a las artes. En esta entrevista exploramos cómo las artes decoloniales se diferencian de la estética moderna/colonial. La decolonización de la estética conlleva la liberación de a la aiesthesis, es decir de las formas de relacionarnos con el mundo y de hacer mundo a través de los sentidos. La aiesthesis decolonial se distingue de los principios del arte contemporáneo y en particular de su sujeción a la temporalidad moderna, abriéndonos hacia las temporalidades relacionales. Los artistas decoloniales ejercen una temporalidad distinta que conlleva no sólo una crítica radical al orden de la representación y de la visualidad modernas sino que también nos dan la posibilidad de entender a la decolonialidad cómo un movimiento cargado de esperanza, cargado de la posibilidad de nombrar y vivenciar los mundos interculturales que han sido negados. PALABRAS CLAVE Decolonialidad, tiempo relacional, esperanza, cuerpo, interculturalidad KAI SUTI AESTHESIS ÑAGPAMANDA KAUSAKUNA TUKUIKUNAWA TAPUCHI SUG RUNATA ROLANDO VÁSQUEZ SUTITA SUGLLAPI Kaipi kawachinakumi iska ruraikuna ñugpamanda chasallata kunaurramanda. Kai suti aiesthesis, kawachiku imasami pai kawa kawachimanda ukusinama paipa iuaikunawa. Aiesthesis kame tukuikunamanda sugrigcha.Lsx artistxs kawachinakumi ñugpamanda kausikuna munankuna kawachingapa charrami kausanakunchi parlanakumi ñugpata imasami mana lisinsiaskakuna allí ruraikuna tukuikunamanda. IMA SUTI RIMAI SIMI: Ñugpamanda, parlaikuna sullai, nukanchi kikin, tukuikuna. DECOLONIAL AESTHESIS AND THE RELATIONAL TIMES. INTERVIEW WITH ROLANDO VÁSQUEZ ABSTRACT We have to hink the decoloniality in relation with the arts. This interview explores the difference between the modern/colonial aesthetic and the decolonial arts. The aesthetic decolonization leads to the release of the aesthesis, ergo it relates in every way to the connection and creation of a world through the senses. The decolonial aesthesis is particularly different from the contemporary art principles in the way it grasps the modern temporality consenting the creation of a path toward relational temporalities. The decolonial artists exercise a different temporality that results in not only a radical criticism to the modern representation and visuality but it makes possible to understand the decolonialization as a hopeful movement, full of possibilities for naming and experiencing neglected intercultural worlds. KEYWORDS Decolonialization, relational time, hope, body, interculturality ESTEHÉSIE DÉCOLONIALE ET LE TEMPS RELATIONNELS. ENTRETIEN À ROLANDO VASQUEZ RÉSUMÉ Il faut penser la décolonisation en relation aux arts. Dans cet entretien on explore comment les arts décoloniaux sont différents de l’esthétique moderne-coloniale. La décolonisation de l’esthétique entraîne la libération de l’estehésie, c’est-à-dire, la libération des façons de nous mettre en relation avec le monde et d’en créer un nouveau à travers les sens. L’estehésie décoloniale se différence des principes de l’art contemporain, principalement pour son fixation à la modernité en nous emmenant vers les temporalités relationnelles. Les artistes décoloniaux exercent avec une temporalité qui n’implique pas juste une critique radicale à l’ordre de la représentation et de la vision moderne, mais aussi de la possibilité de comprendre la décolonisation comme un mouvement plein d’espoir, chargé d’une possibilité de nommer et de mettre en relief les interculturalités qu’ont été niées. MOTS-CLEFS Décolonisation, temps relationnels, espoir, corps, interculturalité ESTESIA DESCOLONIAL E O TEMPO RELACIONAL ENTREVISTA A ROLANDO VAZQUEZ RESUMO Temos que pensar a descolonização em relação as artes. Nesta entrevista é explorado como as artes descoloniais são diferentes da estética moderna-colonial. A descolonização da estética conduz a emancipação da estesia, isto é, das formas de relacionamento com o mundo e da fôrma de fazer mundo a partir dos sentidos. A estesia descolonial distinguese dos princípios da arte contemporânea particularmente pela fixação o tempo moderno, abrindo-nos para a temporalidades relacionales. Os artistas descoloniais exercem uma temporalidade diferente que implica não só uma crítica radical à ordem da representação e à visão moderna, mas também à possibilidade de entender a descolonização como um movimento cheio de esperança, carregado da possibilidade de designar e viver os mundos interculturais que foram negados. PALAVRAS CHAVES Descolonização, esperança, tempo relacional, fôrma, intercultural.   Recibido el 20 de enero de 2015 Aceptado el 26 de febrero de 2015


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