Aesthetic Teaching: Seeking a Balance between Teaching Arts and Teaching through the Arts

Building knowledge through arts integration

“…Such relationships can be described in terms of stronger or weaker positional and relational autonomy by which various modalities of arts integration may be defined, such as when non-arts subject matter is taught with or through the arts; or vice-versa, where diverse disciplines are used for teaching the arts cf. Goering & Strayhorn, 2016;Lindström, 2012;Sotiropoulou-Zormpala, 2012). If arts integration is become a significant part of general pedagogy in all school subjects, the autonomy of disciplines and the relative boundaries between school subjects need to be made less rigid.…”

“…Aesthetic aspects may be important for making interconnections between subjects and "to investigate the unknown and re-evaluate what is already assumed to be known" (Wester & Wolfe, 2013, p. 23). Researches have also stressed the importance of aesthetic teaching and learning as aspects of pedagogy characterized by communicative interactions, experience-based learning, embodied knowing, and culture-oriented prepositions (Eisner, 2004;Hobbs, 2012;Leonard, Hall & Herro, 2016;Sotiropoulou-Zormpala, 2012;Uhrmacher, 2009).…”

Identifying the Features of ”Aesthetic Flow Experience Activities” in the Kindergarten and the First Years of Primary School Education/Utvrđivanje karakteristika estetskih aktivnosti zanesenosti u vrtiću i prvom razredu osnovne škole

“…In the research referred to in this section, it was made clear that it is desirable to have aesthetic experiences as a central part of any educational procedure, since they contribute to learning in a unique way. In this spirit, a situation that seems to provide more opportunities to undergo aesthetic experiences in school is with "aesthetic teaching" (Granger, 2006;Johnson, 2007;Macintyre-Latta, 2004;Pike, 2004;Sotiropoulou-Zormpala, 2012b). In using aesthetic teaching, arts provide a means with which pupils can approach every lesson in an aesthetic way.…”

“…U istraživanju na koje se pozivamo u ovom dijelu jasno je da su estetska iskustva poželjna kao središnji dio edukacijskog procesa jer pridonose učenju na jedinstven način. U tom svjetlu situacija koja naoko pruža više mogućnosti za estetsko iskustvo u školi nastaje s ,,estetskom nastavom" (Granger, 2006;Johnson, 2007;Macintyre-Latta, 2004;Pike, 2004;Sotiropoulou-Zormpala, 2012b). Putem te vrste nastave umjetnost nudi učenicima sredstvo kojim mogu pristupiti svakom nastavnom satu na estetski način.…”

Η Συμβολή Των "Αισθητικών Δραστηριοτήτων Ροής" Στην Εμπλοκή Των Παιδιών Πρωτοσχολικής Ηλικίας Κατά Τις Μαθησιακές Διαδικασίες Του Γλωσσικού Μαθήματος

“… Να δίνουν τη δυνατότητα αισθητικής επεξεργασίας της πραγματικότητας (Iser, 1978˙ Pike, 2004˙ Rosenblatt, 1938˙ Sotiropoulou-Zormpala, 2012a, 2012b.…”