Mapping Holistic Learning
An Introductory Guide to Aesthetigrams
by
Boyd White (Author)
Amélie Lemieux (Author) 
©2017
Textbook
XVIII,
146 Pages
Summary
Mapping Holistic Learning: An Introductory Guide to Aesthetigrams introduces the concept of aesthetigrams. These are participant-produced visual maps of aesthetic engagement. The map-making strategy was originally developed by one of the authors, Boyd White, to assist him in understanding what his university-level students were experiencing as they interacted with artworks. Such interactions are, after all, private, individualistic, and fleeting. How can a teacher foster student/teacher dialogue that might lead to enhanced engagement, much less do research, without a concrete record of such engagement? Aesthetigrams provide that record.
Recently, the strategy has been adapted to other fields of study—the teaching of literature, and philosophy for children, as well as the writing of poetry. Boyd White and Amélie Lemieux are persuaded that the strategy could be expanded into other disciplines. For example, might it not be useful for a teacher to know what a student is feeling and thinking as she struggles with a mathematical concept?
Mapping Holistic Learning is divided into three sections. Chapter 1 addresses the theoretical framework that underpins the authors’ research. The second section, Chapters 2 to 5, provides examples of aesthetigram usage within the formal education environment, in art and literature classrooms. The third section, Chapters 6 and 7, introduces two recent experiments in informal settings—one in an adult poetry workshop, the other in a philosophy-for-children workshop. It is not necessary to follow the book in chronological order. Readers are invited to attend to the chapters that most closely address their individual interests.
Recently, the strategy has been adapted to other fields of study—the teaching of literature, and philosophy for children, as well as the writing of poetry. Boyd White and Amélie Lemieux are persuaded that the strategy could be expanded into other disciplines. For example, might it not be useful for a teacher to know what a student is feeling and thinking as she struggles with a mathematical concept?
Mapping Holistic Learning is divided into three sections. Chapter 1 addresses the theoretical framework that underpins the authors’ research. The second section, Chapters 2 to 5, provides examples of aesthetigram usage within the formal education environment, in art and literature classrooms. The third section, Chapters 6 and 7, introduces two recent experiments in informal settings—one in an adult poetry workshop, the other in a philosophy-for-children workshop. It is not necessary to follow the book in chronological order. Readers are invited to attend to the chapters that most closely address their individual interests.
Excerpt
Table Of Contents
- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- Advance Praise for Mapping Holistic Learning
- This eBook can be cited
- Table of Contents
- List of Figures
- Acknowledgements
- Introduction (Boyd White and Amélie Lemieux)
- A Short History of Aesthetigrams
- Aesthetic Experience
- Amélie’s Perspective on Aesthetic Encounters
- Concluding Note
- Section One
- Chapter One: Epistemological and Ontological Stances (Amélie Lemieux and Boyd White)
- Phenomenological Orientations
- Phenomenological Hermeneutics and Reading
- The Limitations of Traditional Hermeneutics
- Rationale
- Reading Engagement, Context and Aesthetic Experience
- A Few Notes on Evaluation
- Interpretation, the Text, and the Reader
- Inter-subjectivity
- Imagination and Inter-subjectivity
- Further Notes on Reading Engagement
- Challenges of Phenomenological Hermeneutics and Proposed Solutions
- Concluding Remarks
- Notes
- References
- Section Two
- Chapter Two: Putting Theory into Practice: Aesthetigrams: Mapping Aesthetic Experiences (Boyd White)
- Background
- Research Rationale
- Theoretical Underpinning
- The Process
- Student Examples
- Summary
- References
- Chapter Three: More Recent Developments: Visual Art (Boyd White)
- Aesthetigram Notation Changes
- Experiential Moments
- Preamble
- Categories of Possible Experiential Moments
- Explanation of Jones’s Diagram
- Dialogues with Mary
- Mary’s Commentary, March 18
- My Response to Mary’s First Aesthetigram
- Mary’s Follow-up Note
- Mary’s Accompanying Commentary, March 20, 2016
- My Response to Mary’s 2nd Aesthetigram
- Some Further Thoughts on Mary’s Second Aesthetigram
- Mary’s Third Commentary
- My Comments to Mary Regarding her Third Encounter
- Further Thoughts on Mary’s Interactions with Rainey’s Work
- Reference
- Chapter Four: Recent Developments: Aesthetigram-Making in the Literature Classroom (Amélie Lemieux)
- Aesthetigram-making in Literature Classes
- Methodology
- Research Question, Portfolio Elements, and Meaning-making Process
- Aesthetigram-making
- Ekphrastic Writing
- Data: Peter’s Reading Engagement and Habits
- Accompanying Commentary for the First Aesthetigram
- Remarks
- Ekphrasis in Response to the First Aesthetigram (Literature)
- Remarks
- Accompanying Commentary for the Second Aesthetigram
- Remarks
- Ekphrasis in Response to the Second Aesthetigram (Film)
- Remarks
- Post-test Results
- Overall Occurrences for Each Categories in both Aesthetigrams
- Data: Tim’s Reading Engagement and Habits
- Accompanying Commentary for the First Aesthetigram
- Remarks
- Ekphrasis in Response to the First Aesthetigram (Literature)
- Remarks
- Accompanying Commentary for the Second Aesthetigram
- Remarks
- Ekphrasis in Response to the Second Aesthetigram (Film)
- Remarks
- Post-test Results
- Overall Occurrences for Each Category in both Aesthetigrams
- Data: Will’s Reading Engagement and Habits
- Accompanying Commentary for the First Aesthetigram
- Remarks
- Ekphrasis in Response to the First Aesthetigram (Literature)
- Remarks
- Accompanying Commentary for the Second Aesthetigram
- Remarks
- Ekphrasis in Response to the Second Aesthetigram (Film)
- Remarks
- Post-test Results
- Overall Occurrences for each Categories in both Aesthetigrams
- Limitations
- Conclusion
- Note
- References
- Chapter Five: Applications with CEGEP (18–20-Year-Old) Students (Amélie Lemieux)
- Research Problem and Context
- Conceptual Framework
- Methodology
- Aesthetigrams
- Ekphrastic Writing
- Power of the Narratives
- Aesthetigrams and Analysis
- Ekphrastic Writing, Building on the First Aesthetigram
- Olivia’s Commentary on her Aesthetigram
- Olivia’s Creative Writing Based on her Second Aesthetigram
- Limitations
- Conclusion
- Note
- References
- Section Three: Introduction: Other Applications
- Chapter Six: The Poetry Workshop (Boyd White)
- Chapter Seven: Philosograms as Aesthetic Maps of Philosophical Inquiry (Natalie M. Fletcher)
- Experiencing Philosophy for Children
- Distinctive Aesthetic Experiences
- A Philosogram in Context
- Challenges with Philosograms
- Opportunities with Philosograms
- Conclusion
- Notes
- References
- Related Readings
- Contributor’s Bio
- Index
Figure 2.1: Aesthetigram 1
Figure 2.2: Aesthetigram 2
Figure 3.1: Jones’s Diagram
Figure 3.2: Clifford Rainey: Lightness of Being (3/4 view)
Figure 3.3: Clifford Rainey: Lightness of Being (front view)
Figure 3.4: Mary’s First Aesthetigram
Figure 3.5: Mary’s Second Aesthetigram
Figure 3.6: Mary’s Third Aesthetigram
Figure 4.1: Peter’s Aesthetigram 1
Figure 4.2: Peter’s Aesthetigram 2
Figure 4.3: Tim’s Aesthetigram 1
Figure 4.4: Tim’s Aesthetigram 2
Figure 4.5: Will’s Aesthetigram 1
Figure 4.6: Will’s Aesthetigram 2
Figure 5.1: Olivia’s Aesthetigram
Figure 5.2: Olivia’s Aesthetigram 2
Figure 6.1: Penny’s “Post-It” Aesthetigram
Figure 6.2: Penny’s Map
Figure 7.1: Logan’s Philosogram
First, the authors would like to thank Peter Lang Publishing for their support of this project.
Details
- Pages
- XVIII, 146
- Publication Year
- 2017
- ISBN (Hardcover)
- 9781433132773
- ISBN (PDF)
- 9781433144684
- ISBN (ePUB)
- 9781433144691
- ISBN (MOBI)
- 9781433144707
- ISBN (Softcover)
- 9781433132766
- DOI
- 10.3726/b11285
- Language
- English
- Publication date
- 2017 (October)
- Published
- New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2017. XVIII, 146 pp., 19 b/w ill.
- Product Safety
- Peter Lang Group AG
Biographical notes
Boyd White (Author)
Amélie Lemieux (Author)
Boyd White, Ph.D. in Art Education (Concordia University), is Associate Professor, Faculty of Education, at McGill University. He is the author of Aesthetics Primer (2009), Essays on Aesthetic Education for the 21st Century (2010), and Aesthetics, Empathy and Education (2013), co-edited with Tracie Costantino. Amélie Lemieux is a Ph.D. Candidate (Educational Studies) at McGill University. Her research interests focus on the intersections between aesthetic reception and literacy, particularly in school settings. She has received two CGS Bombardier scholarships (M.A., Ph.D.) for her research in that area.
