Greene

Greene, M. - DEFINING AESTHETIC EDUCATION PART I aesthetics – particular field in philosophy about perception, sensation, imagination and how they relate to knowing, understanding and feeling about the world - kinds of experiences associated with – reflective and conscious encounters with the arts - focus on way in which work of art can become an object of experience – effect it has on altering perspectives on nature, human beings and moment to moment existence - adjective used to describe or single out mode of experience brought into being by encounters with works of art education – process of enabling persons to become different to enter multiple provinces of meaning that create perspectives on works to enter provinces, learner must break taken-for-granted aka natural attitude and look through lenses of various ways of knowing, seeing and feeling in conscious endeavor to impose different orders upon experience aesthetic education – intentional undertaking designed to nurture appreciative, reflective, cultural, participatory engagements with arts by enabling learners to notice what is there to be noticed, lend works of art to their lives in such a way they achieve them variously meaningful when this happens - new connections are made in experience new patterns are formed new vistas are opened art education focuses upon exploration of different media - allows for many modes of expression, modes of learning a craft, ways of leaving an imprint on world teachers explore patterns, rhythms, effort shape, tonalities to such extent that when they attend performances they can attend not only cognitively and according to rule but with theirs emotions, nervous system, body-minds brought new and in startling relation to the world NOTES ON AESTHETIC EDUCATION – Initiation New Ways Seeing, Hearing, Feeling and Moving

Education – unexplored possibilities and openings - Signifies initiation into new ways of seeing, hearing, feeling, moving - Signifies nurture of special kind of reflectiveness and expressiveness, reaching out for meanings and learning to learn Aesthetic education – integral to development of persons – to their cognitive, perceptive, emotional and imaginative development - Part of human effort to seek greater coherence in world - Effort to move individuals to seek grounding for themselves so they can break through cotton wool of dailyness and passivity and boredom and come awake to colored, sounding, problematic world Make possible living of lyrical movements – moments at which human beings suddenly understand their own lives in relation to all that surrounds How aesthetic education leads to discovery of new vistas, to bring of severed parts together and making things whole – education for more discriminating appreciation and understanding of several arts Concerns: 1) find ways of developing more sensibility and awareness in our students how to bring this about – initiate them into what it feels like to live in music, move over and about in a painting, travel round and in between masses of sculpture or dwell in a poem starting point – ability to feel from inside what arts are like and how they mean kinds of qualities that distinguish each of languages of art: time color sobriety texture contour volume light and shade rhythm beat

understanding can only be enriched when we work with raw materials of music, dance, drama medium of sound medium of body in motion medium of language or gesture or movement in space art world – works of art exist in their own space apart from mundance, routinized and everyday life aesthetic space significance of distancing and uncoupling what is involved as we move from attending to work in integrity to moments of presence, of felt relation to work when we allow imagination to play on what is perceived when we incarnate it and make it ours work may infuse our consciousness, bring new and unexpected patternings into reflected on experience, offer new vintage points in world closing of gaps making of patterns effecting on connections – only we can make patterns and connections making of patterns/connections identical with creation of meanings or making of creations sense-making process – what we want to learn to communication to those we teach MULTIPLE VISIONS – AESTHETIC MOMENTS AND EXPERIENCES Aesthetic moment – living through lyrical moments of our own as we do so - Experiencing works in particular way Certain kinds of objects/events are suited for aesthetic regard Made by living persons for living persons Offer us visions if we are willing to open our lives to them, to attend Appearing world – shaped, colored, sounding world through which we move

day to day, as we live, and which we pay heed Perceiving – the beginning or ground perception involves direct apprehension of complex totality as it is given and presented to our viewing/listening consciousness perceiving - active probing of wholes as they become visible - involved sense of something still to be seen - mental/imaginative participation - consciousness of work as something there to be achieved objects or events taken on aesthetic existence only in transaction with human consciousness aesthetic space - space determined by intensities of values of colors and sounds and shapes of which we may have become suddenly aware aesthetic qualities - perceptible attributes of actual objects and events - attributes that are made to appear interesting and significant when they are allowed to exist in an aesthetic space works of art do not reveal themselves automatically, they have to be achieved achieved by those who know how to notice and how to accurately perceive vivid present - inner and outer time are unified IMAGINATION TRANSMUTES (names) & ANTIC FABLES antic fables - by Theseus in Shakepeare's Midsummer Night's Dream - direct and indirect way of talking about arts intraquality - what it is that permits us to find fresh significance in our being in the world art-making - creativity appropriateness of specific vocabs when talking about art and non-art and degree of craftsmanship and care and discipline required for making and interpreting art forms relevance of aesthetic education - encourage and must encourage more exploration of media under guidance of artists, art teachers - stimulate making of images, putting together words, notating of songs, editing of film, shaping of gestures in available space LEARNING/DEVELOPMENT, TACIT AWARENESS & EMPLOYMENT OF

POSSIBLITY much of learning comes later teachers need to become aware of distinctive possibilities and limitations of arts - make them in any manner accessible to children and young persons if arts are to make a signal difference in anyone's life second order - aesthetics mode of Study - it involves inquiry into or clarification of critical talking and writing - involves reflection upon personal experiences with several arts do aesthetics when: - probe such matters as meaning of aesthetic experience - distancing or uncoupling - qualitative perceiving - imaginative awareness - aesthetic POV do all this on grounds of actual experiences in context of sort of critical talk aesthetic thinking assumptions: underlying our and critics judgment - nature and place of arts - beauty, significance, subject matter and form criticism grounded in certain assumptions of this kind another reason for interest in provoking - to clarify own notions of what arts can do and be 1st notice what there was to be noticed begun to impart aesthetic existence to work - be present to it - make it live for us whatever studying do in arts should feed into our perceiving and enhance attentiveness with which we address ourselves to particular works aim to help students become more wide-awake, more aware approach to teaching art is satisfaction which is simply had in teaching, find a language that may help students attend attainment of awareness critical process - process of making available, this is important

tacit awareness - kinds of knowledge that can be made available and feeds curriculum: - want to create classroom situations that release students for live/informed encounters - make richest sorts of experiences possible - want choices to be made awareness modes of technical mastery -- required if works are to be achieved aesthetic education - in process - must be open-mindedness - sense of explora - response do aesthetics - when think about what it means to release ourselves into an art space, an alternative reality - when consider challenge of transmitting a given work aesthetic object - object of our own aesthetic experiencing - something that offers kind of pleasure - illuminates a distinctive way that can be cherished - significance of space in relation to movement - images and tonal qualities - connection between meaning/rhythm in spoken lines - visual metaphors in film tacit awareness - subsid. kind of knowledge that feeds into facial expressions with art work