Ross The Development of Aesthetic Experience

Curriculum Issues in Arts Education
1. Auflage 2014
ISBN: 978-1-4831-6063-4
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 224 Seiten, Web PDF

Curriculum Issues in Arts Education, Volume 3: The Development of Aesthetic Experience focuses on the processes, methodologies, and approaches involved in the development of aesthetic experience, including art education, developmental theories, and aesthetic assessment. The book first tackles the concept of aesthetic development and aesthetic dimension in art education. The text then explores the psychological viewpoint of aesthetic development and aesthetic development in music. Topics include music education, music and function, task of teachers, developmental relationships between processes or roles, and uses and misuses of developmental theories. The publication ponders on the role of teachers and students, aesthetic development in dance, and drama as learning, art, and aesthetic experience. The manuscript then examines emotional development in adolescence, meaning in aesthetic experience, and aesthetic assessment and the reliability factor. The book is a reliable source of information for educators and readers interested in the development of aesthetic experience.

Autoren/Hrsg.

Ross, Malcolm

Inhaltsverzeichnis

1;Front Cover;1
2;The Development of Aesthetic Experience;4
3;Copyright Page;5
4;Table of Contents;12
5;Introduction to the Series;6
6;Preface;8
7;Contributors;14
8;SECTION I: Philosophical Issues;16
8.1;Introduction;16
8.2;Chapter 1. The Concept of Aesthetic Development;17
8.2.1;I;17
8.2.2;II;29
8.2.3;REFERENCES;40
8.3;Chapter 2. The Aesthetic Dimension in Art Education: a Phenomenological View;42
8.3.1;I;42
8.3.2;II;44
8.3.3;Ill;47
8.3.4;IV;50
8.3.5;V;56
8.3.6;VI;60
8.3.7;REFERENCES;60
9;SECTION II:
Psychological Issues;62
9.1;Introduction;62
9.2;Chapter 3. Aesthetic Development: a Psychological Viewpoint;63
9.2.1;INTRODUCTION;63
9.2.2;DEFINITIONAL AND CONCEPTUAL PROBLEMS;64
9.2.3;DEVELOPMENTAL RELATIONSHIPS BETWEEN PROCESSES OR ROLES;71
9.2.4;THE USES AND MISUSES OF DEVELOPMENTAL THEORIES;77
9.2.5;REFERENCES;80
9.3;Chapter 4. The Concept of 'Development' in Aesthetic Education;82
9.4;Chapter 5. Knowing Face to Face: Towards Mature Aesthetic Encountering;93
9.4.1;REFERENCES;105
10;SECTION III:
Curriculum Issues;107
10.1;Chapter 6.
Aesthetic Development in Music;109
10.1.1;MUSIC AND FUNCTION;109
10.1.2;THE MUSICIAN;111
10.1.3;MUSIC EDUCATION;113
10.1.4;THE TEACHER'S TASK;117
10.1.5;REFERENCES;123
10.2;Introduction;107
10.3;Chapter 7. The Challenge of Art Education: the Role of the Teacher and the Role of the Student;125
10.3.1;REFERENCES;137
10.4;Chapter 8.
Aesthetic Development in Dance;139
10.4.1;SELECTED BIBLIOGRAPHY;151
10.5;Chapter 9. Drama as Learning, as Art and as Aesthetic Experience;152
10.5.1;REFERENCES;162
10.6;Chapter 10.
Postscript to Gavin Bolton;163
11;SECTION IV:
Educational Issues;168
11.1;Introduction;168
11.2;Chapter 10. Emotional Development in Adolescence;170
11.2.1;INTRODUCTION;170
11.2.2;NEGLECT OF EMOTIONAL EDUCATION;170
11.2.3;ADOLESCENTS' NEED FOR EMOTIONAL EDUCATION;172
11.2.4;THE REFINEMENT OF EMOTION;173
11.2.5;THE NEED TO TRANSFORM THE SECONDARY SYSTEM;174
11.2.6;THE SHARPENING OF SENSIBILITIES;175
11.2.7;EMOTIONAL EDUCATION THROUGH ART AND ACTION;177
11.2.8;THE EDUCATION OF ADOLESCENT SEXUALITY;179
11.2.9;FEELING FOR MANKIND;180
11.2.10;BI-MODAL CONSCIOUSNESS;180
11.2.11;THE EDUCATIVE ETHOS;181
11.2.12;REFERENCES;182
11.3;Chapter 11.
Everyman - Artist;184
11.3.1;REFERENCES;200
11.4;Chapter 12. Meaning in Aesthetic Experience, Some Personal Observations;201
11.4.1;REFERENCES;209
11.5;Chapter 13. Aesthetic Assessment and the Reliability Factor;210
11.5.1;I;210
11.5.2;II;213
11.5.3;III;217
11.5.4;IV;221
11.5.5;REFERENCES;221
12;Author Index;222
13;Subject Index;224