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Integrating Aesthetic Education and ...

Gomez, Carmen,

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Integrating Aesthetic Education and Art Education: Developing Aesthetic Sensibilities Through Six Art Lessons /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Integrating Aesthetic Education and Art Education: Developing Aesthetic Sensibilities Through Six Art Lessons // Carmen Gomez.
Author:	Gomez, Carmen,
Description:	1 electronic resource (211 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
Subject:	Art education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31995305
ISBN:	9798315737810

Integrating Aesthetic Education and Art Education: Developing Aesthetic Sensibilities Through Six Art Lessons /
Gomez, Carmen,

Integrating Aesthetic Education and Art Education: Developing Aesthetic Sensibilities Through Six Art Lessons /Carmen Gomez. - 1 electronic resource (211 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

This dissertation explored how aesthetic education might more fully coalesce with art education to foster students' aesthetic sensibility, personal expression, and reflective awareness. Too often, art instruction in schools is shaped by rigid, adult-determined outcomes that prioritize technique and product over perception and meaning. Such models fragment the experience of artmaking, undervaluing the subtle, sensory, and emotional dimensions that allow students to respond to their environment and to themselves. This study argued for a more holistic, experience-driven approach to art education-one that centers not only on what students make but how they see, feel, and interpret the world around them. The research took the form of six art lessons designed to support the development of aesthetic sensibility through open-ended exploration, sensory noticing, and guided dialogue. Each lesson invited students to work with diverse materials while engaging with themes such as transformation, memory, and personal meaning. Rather than emphasizing technical mastery, the lessons foregrounded curiosity, experimentation, and reflection as key modes of aesthetic inquiry.Findings suggested that when students are invited to attend to their inner responses and explore ideas through art, they develop a stronger sense of agency, confidence, and imaginative freedom. Their engagement deepens when lessons prioritize perception, not perfection.Ultimately, this research contributes to a growing call for art education practices that recognize students as whole human beings-perceivers, thinkers, and meaning-makers. It advocates for an expanded view of learning in which art is not merely a skill to master but a way of engaging with the world-integrating self, others, and environment through perception, dialogue, and the process of making.

English

ISBN: 9798315737810Subjects--Topical Terms:

547650
Art education.
Subjects--Index Terms:

Aesthetic awareness

Integrating Aesthetic Education and Art Education: Developing Aesthetic Sensibilities Through Six Art Lessons /
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520 $a This dissertation explored how aesthetic education might more fully coalesce with art education to foster students' aesthetic sensibility, personal expression, and reflective awareness. Too often, art instruction in schools is shaped by rigid, adult-determined outcomes that prioritize technique and product over perception and meaning. Such models fragment the experience of artmaking, undervaluing the subtle, sensory, and emotional dimensions that allow students to respond to their environment and to themselves. This study argued for a more holistic, experience-driven approach to art education-one that centers not only on what students make but how they see, feel, and interpret the world around them. The research took the form of six art lessons designed to support the development of aesthetic sensibility through open-ended exploration, sensory noticing, and guided dialogue. Each lesson invited students to work with diverse materials while engaging with themes such as transformation, memory, and personal meaning. Rather than emphasizing technical mastery, the lessons foregrounded curiosity, experimentation, and reflection as key modes of aesthetic inquiry.Findings suggested that when students are invited to attend to their inner responses and explore ideas through art, they develop a stronger sense of agency, confidence, and imaginative freedom. Their engagement deepens when lessons prioritize perception, not perfection.Ultimately, this research contributes to a growing call for art education practices that recognize students as whole human beings-perceivers, thinkers, and meaning-makers. It advocates for an expanded view of learning in which art is not merely a skill to master but a way of engaging with the world-integrating self, others, and environment through perception, dialogue, and the process of making.
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650 4 $a Higher education. $3 641065
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653 $a Aesthetic awareness
653 $a Aesthetic education
653 $a Aesthetic experiences
653 $a Aesthetic sensibility
653 $a Personal expression
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