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ERIC Number: EJ869344
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: ERIC
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1946-7109
Changing Things as They Are: Promoting Social Justice through Encounters with the Arts
Gulla, Amanda Nicole
Penn GSE Perspectives on Urban Education, v6 n2 p51-57 Fall 2009
Beyond having value as an assessment tool, engagement with the arts in the K-12 classroom can offer aesthetic experiences that have the potential to transform the way students encounter the world, engaging the imagination in acts of perception that stir them to "wide-awakeness." Advocates for the arts in education call for a variety of types of arts programs, some whose aim is to teach mastery of a specific art form, and others whose chief mode of interaction with the arts encourages children to "acquire from their consideration of works of art unique skills of analytic thinking and familiarity with a wealth of aesthetic texts." This latter type of arts program, called aesthetic education, seeks to awaken individuals to the possibilities contained in works of art. This article presents a vignette shared by Jeanette Del Valle, a high school English Teacher at the School for Community Research and Learning in the Bronx, New York. She writes about the importance of her students' involvement in an aesthetic education program offered at her school by Lincoln Center Institute.
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A