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Aesthetic Education
After a few years at Mercyhurst, I have developed a philosophy of education; I knew that I wanted my students to be independent, engaged, free thinkers. However, I did not know how I specifically wanted to go about creating an environment for such thinkers. After my experiences in this class, I see that art and having aesthetic experiences is a perfect way to create independent, engaged learners. The first few articles that we read, written by Greene have really shown me what aesthetic experiences can do for us. The thing that stood out most to me in Greene's article was the reoccurring idea that aesthetic education is about experiencing art personally while we relate it to our lives and experiences.. Greene wants people to make an effort to be more consciously aware of what it is that they are experiencing, how they feel about it, what they notice and what it reminds them of. Greene also writes that taking the effort to do these things does not necessarily come naturally to us. Often we must be pushed in order to have a meaningful aesthetic experience. I now am beggining to understand that by bringing art into the classroom or by providing opportunities for aesthetic experiences, and then pushing my students to have a meaningful reaction to it is a way to engage my students and have them think actively. I have also been exposed to the Lincoln Center model for approaching aesthetic experiences. I now have learned ways to start aesthetic disscussions and question effectivly. Below I have included an introductive video to Lincoln Center.
'to provoke our students to break through the limits of the conventional and the taken for granted, we ourselves have to experience breaks with what has been established in our own lives; we have to keep arousing ourselves to begin again. By “aesthetic education,” I mean the deliberate efforts to foster increasingly informed and involved encounters with art. All depends upon a breaking free, a leap, and then a question. I would like to claim that this is how learning happens and the educative task is to create situations in which the young are moved to begin to ask, in all the tones of voice there are, “Why?” -Maxine Greene
