This article examines how it is possible to use the aesthetic process to enrich teaching practices in preschool and elementary school education. What is under scrutiny is the aesthetic dimension of a core curricular subject, the ultimate goal being to achieve an understanding of curricular content through aesthetic learning processes. For this purpose, I am advocating an approach that I call aesthetic teaching (AT), a term mentioned in very recent relevant literature by three authors in particular. First, Pike (2004) presents AT as a "social enterprise" diametrically opposed to diagrammatic knowing achieved through traditional teaching methods, during which "the teacher takes part with the students in the creation of aesthetic response" (p. 31). Macintyre Latta (2004) has a broader approach to AT, focusing on the ways teachers can create experiences through which students can participate aesthetically in the world. The third author, Granger (2006), based on the pedagogical implications of Dewey's book, "Art as Experience" (1934), defines the term AT as the meaningful application of aesthetics in education.