Volume 2- Concepts and Theoretical Frameworks
Chapter 2: Aesthetic curriculum concepts
· 2 · aesthetic curriculum concepts Introduction This chapter begins with a general and brief introduction to aesthetics and its relation to curriculum studies. I will discuss such art forms as music, dance, reader’s theater, the visual arts, and drama. Aesthetics and these various art forms raise psychoanalytic, philosophical, postmodern, posthuman, and po- litical questions. My aim in this chapter is to explore these questions in their relation to curriculum studies. What Is Aesthetics? Boyd White (2009) points out that according to Andrew Irving’s “review of Schneider and Wright’s (2006) Contemporary Art and Anthropology”: Aishitikos is the ancient Greek word for that which is “perceptive by feeling” and as Susan Buck-Moss (1992) suggests, the original semantic field of aesthetics was not art but reality—or rather a corporeality: a discourse of the body or form of knowledge whereby taste, touch, hearing, seeing and smell are the means by which we come to know and understand the world. (p. 3). 12 curriculum studies guidebooks, volume 2 Aesthetics originally was not about art but about perception and living in the everyday world. The Greeks were interested in living aesthetically by paying attention to the way in which the world was experienced through the senses. Interestingly enough this position dovetails with Dewey (2005) as he too be- lieved that aesthetic living meant living well in the everyday. Likewise, Mark Johnson (2007) writes about aesthetics as it has to do with living well in the everyday world. Boyd White points out, A contemporary understanding of aesthetics...
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