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Pretorius, Jannie P. H.; Du Toit, D. Stephan; Martin, Colwyn; Daries, Glynnis – Journal of Aesthetic Education, 2013
In this essay the authors provide arguments that teaching is an art and that teachers can learn much about their trade from a careful study of the performances of other artists. Artists and teachers have the same basic challenge: in order to be successful, both groups have to obtain and retain peoples' attention. This also holds for popular music…
Descriptors: Foreign Countries, Student Teachers, Females, Preschool Education
Hubard, Olga – Journal of Aesthetic Education, 2011
Meaningful interactions with works of art are often absent from education. Across the country, art museums are intent on changing this situation. But to incorporate art viewing into an educational milieu that does not value art, art museum educators are constantly forced to justify the educational value of their programs. One common argument to…
Descriptors: Museums, Arts Centers, Critical Thinking, Thinking Skills
Chanda, Jacqueline – Journal of Aesthetic Education, 2007
Art educators have acknowledged for a long time the importance of the study of images and visual elements in the lives of children and the field of art education. This is even more evident today as the discipline moves to embrace notions of "visual culture," which emphasize exploring and studying all the things that visibly shape lives. In spite…
Descriptors: Art History, Art Education, Imagery, Visual Stimuli
Dale, J. Alexander; Hyatt, Janyce; Hollerman, Jeff – Journal of Aesthetic Education, 2007
The neural processes of a person comprehending or creating music have intrigued neuroscientists and prompted them to examine the processing of information and emotion with some of the most recent and sophisticated techniques in the brain sciences (see, for example, Zatorre and his colleagues' work). These techniques and the excitement of studying…
Descriptors: Dance, Neurology, Neurological Impairments, History
Peer reviewed
Dilworth, Collett B., Jr. – Journal of Aesthetic Education, 1980
Presented is an overview of two types of inquiry which may be used in literature study: inquiry concerning the formal, rhetorical, and semantic features of the text and inquiry generated by the individual's response to the work. The effects of these strategies on students' higher-order cognition are considered. (Author/SJL)
Descriptors: Cognitive Development, Elementary Secondary Education, English Instruction, Inquiry
Caranfa, Angelo – Journal of Aesthetic Education, 2001
In this article, the author explores the aesthetic harmony of how life should be lived through the unity of exchange between feeling and thinking, and in so doing attempts to show the importance of art or "aesthetics" as a category of philosophical instruction. His interest in this approach flows directly from his works in nineteenth- and…
Descriptors: Emotional Response, Art Education, Aesthetics, Emotional Development
Woodruff, David M. – Journal of Aesthetic Education, 2001
Recent work examining and expanding traditional accounts of a virtue has been used as the foundation for a virtue-based approach to epistemology. A similar approach to aesthetics yields some striking features, which coincide with contemporary philosophical concerns about the nature and definition of art. Those writing on virtue-based epistemology…
Descriptors: Moral Values, Epistemology, Aesthetics, Ethical Instruction
Cunliffe, Leslie – Journal of Aesthetic Education, 2001
Ludwig Wittgenstein's thought embraces two complementary projects: what he called his therapeutic work which was aimed at treating philosophical questions as though they were an illness, and his reconstructive work which emerges from this therapeutic endeavor. Wittgenstein describes his therapeutic work as an exercise that involves destroying…
Descriptors: Art Education, Aesthetics, Visual Arts, Art Therapy
Geahigan, George – Journal of Aesthetic Education, 2002
Like most efforts at educational reform, initial proposals for the teaching of art criticism represented a promising direction for practice rather than a fully developed educational plan. Educators during the 1950s and 1960s, who first proposed art criticism as an alternative to studio work, viewed it as a remedy for a number of problems with…
Descriptors: Art Criticism, Art Education, Discipline Based Art Education, Intellectual Disciplines
Humphries, Holle – Journal of Aesthetic Education, 2003
The most important step in leading students in an exploration of the philosophical issues regarding art created with a computer is first to guide them in exploring ontological concepts and questions asked about the nature of art and computer art, before investigating related issues of epistemology, value, and criticism. Students need to understand…
Descriptors: Art Education, Computer Graphics, Computer Simulation, Art Products