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ERIC Number: EJ1047714
Record Type: Journal
Publication Date: 2010
Reference Count: 25
Aesthetic Education and Masked Emotions: A Model for Emancipatory Teacher Preparation
Clark, Barbara A.
Critical Questions in Education, v1 n1 p40-50 Win 2010
According to Maxine Greene (1988), aesthetic education is "integral to the development of persons--to their cognitive, perceptual, emotional, and imaginative development" (p. 7). The purpose of this paper is to present the developing sense of self that pre-service teachers experienced through an aesthetic entry point, the 9/11 mural by Graydon Parrish entitled, "The Cycle of Terror and Tragedy/" Pre-service teachers explored the psychosocial theories that Erikson (1963) outlined in the course text by Woolfolk (2008) while viewing the 9/11 mural. Greene's (2001) research on aesthetic education and Perkins' (1994) research on visual thinking structured and supported the aesthetic experience, thereby providing a foundation to begin thinking deeply about the psychosocial theory of Erikson when facing the expansive allegorical mural by Parrish. The museum arena in which the mural was displayed provided a community space for pre-service teachers to think critically with one another. This kind of structured aesthetic experience can be key to an emancipatory form of teacher preparation.
Descriptors: Aesthetic Education, Preservice Teacher Education, Preservice Teachers, Painting (Visual Arts), Museums, Critical Thinking, Visual Perception, Psychological Patterns, Individual Development, Poetry, Elementary Education
Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: firstname.lastname@example.org; Web site: http://academyforeducationalstudies.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Elementary Education
Authoring Institution: N/A