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Interpretations of Aesthetic Experie...

Dore, Kenneth A., III,

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Interpretations of Aesthetic Experience and Its Enactment in High School Visual Arts Education /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Interpretations of Aesthetic Experience and Its Enactment in High School Visual Arts Education // Kenneth A Dore III.
Author:	Dore, Kenneth A., III,
Description:	1 electronic resource (353 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
Contained By:	Dissertations Abstracts International86-02A.
Subject:	Art education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31490508
ISBN:	9798383696897

Interpretations of Aesthetic Experience and Its Enactment in High School Visual Arts Education /
Dore, Kenneth A., III,

Interpretations of Aesthetic Experience and Its Enactment in High School Visual Arts Education /Kenneth A Dore III. - 1 electronic resource (353 pages)

Source: Dissertations Abstracts International, Volume: 86-02, Section: A.

This dissertation sought to identify interpretations of Aesthetic Experience (AE) of high school visual arts teachers and purposes of its facilitation in their classrooms. Five high school visual arts teachers within a large school district in West Texas were interviewed. A qualitative Hybrid Phenomenological Method was utilized to analyze the data consisting of a descriptive and an interpretive approach. The descriptive approach highlighted common and unique characteristics of aesthetic experience as interpreted by the teachers. An interpretive approach was also employed utilizing Aesthetic Critical Pedagogy, Feminist Theory, and Aesthetic Theory frameworks along with my 20-years-experience as a visual arts teacher. This analytical approach yielded five themes: (1) AE is Facilitated Toward Individualistic Pursuits; (2) AE Facilitated with Minimal Consideration for Postmodern/Contextualism Views; (3) A Disconnect of Self from Classroom Experience; (4) Challenges Facilitating AE; and (5) Novel Views of AE.Analyses showed that teachers interpreted aesthetic experience differently and maintained a variety of ways in which they recognized, planned for, and facilitated it. Although the results all pointed toward a type of transcendence-a climbing or going beyond-the advance was more of a transformation of self for personal gain, rather than a transcendence toward others. Hence, in a move away from the current literature on aesthetic experience that encourages the use of imagination and creativity toward alternate views of self and society to influence positive change, the findings instead revealed that AE at the high school level is facilitated more as a personal and private event. Analysis also showed that most teachers intentionally and inadvertently distanced themselves from classroom experiences, avoided Postmodern aesthetic approaches, and deliberately evaded complicated conversations. Results revealed several novel views of aesthetic experience and challenges in facilitating it at the high school level that are not currently found within the literature.

English

ISBN: 9798383696897Subjects--Topical Terms:

547650
Art education.
Subjects--Index Terms:

Aesthetic experience

Interpretations of Aesthetic Experience and Its Enactment in High School Visual Arts Education /
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520 $a This dissertation sought to identify interpretations of Aesthetic Experience (AE) of high school visual arts teachers and purposes of its facilitation in their classrooms. Five high school visual arts teachers within a large school district in West Texas were interviewed. A qualitative Hybrid Phenomenological Method was utilized to analyze the data consisting of a descriptive and an interpretive approach. The descriptive approach highlighted common and unique characteristics of aesthetic experience as interpreted by the teachers. An interpretive approach was also employed utilizing Aesthetic Critical Pedagogy, Feminist Theory, and Aesthetic Theory frameworks along with my 20-years-experience as a visual arts teacher. This analytical approach yielded five themes: (1) AE is Facilitated Toward Individualistic Pursuits; (2) AE Facilitated with Minimal Consideration for Postmodern/Contextualism Views; (3) A Disconnect of Self from Classroom Experience; (4) Challenges Facilitating AE; and (5) Novel Views of AE.Analyses showed that teachers interpreted aesthetic experience differently and maintained a variety of ways in which they recognized, planned for, and facilitated it. Although the results all pointed toward a type of transcendence-a climbing or going beyond-the advance was more of a transformation of self for personal gain, rather than a transcendence toward others. Hence, in a move away from the current literature on aesthetic experience that encourages the use of imagination and creativity toward alternate views of self and society to influence positive change, the findings instead revealed that AE at the high school level is facilitated more as a personal and private event. Analysis also showed that most teachers intentionally and inadvertently distanced themselves from classroom experiences, avoided Postmodern aesthetic approaches, and deliberately evaded complicated conversations. Results revealed several novel views of aesthetic experience and challenges in facilitating it at the high school level that are not currently found within the literature.
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