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Maxine Greene's Theory of Aesthetic Education

Maxine Greene's

Theory of Aesthetic Education

The Imagination

The Man with the Blue Guitar

by Wallace Stevens

Related to our course:

In what way does this poem speak to you?

Aesthetic education calls for more discriminating appreciation and understanding of the arts.

Aesthetic education initiates young people into different experiences with diverse art forms.

Aesthetic education fosters experiences and awakens their feelings, questions, and interpretations.

"Aesthetic moments" leave their imprint upon minds and hearts as students learn to pay attention to what is being seen or heard.

Aesthetic education requires the cultivation of imagination.

Imagination allows us to uncouple from the ordinary and move beyond true-false meanings and on to more urgent understanding.

To what extent do you agree/disagree with the following statements?

"Without the release of the imagination, human beings may be trapped in literalism, in blind factuality."

"Opening ourselves to encounters with the arts awakens us, prepares us for deeper living because our imagination is at work, and with imagination, a possibility of our transformation."

Imagination:

The Challenge

Truth does not have monopolistic jurisdiction whereas art can lead us into, as Dewey says, the goods of life that are matters of richness and freedom of meanings rather than of truth.

Art pushes us to see beyond the ordinary, to grasp a perspective or puzzle over it but never take it for granted.

To imagine otherwise requires we see and question and challenge what is. Imagine alternatives to the given.

"Recover those moments [for our purposes, perhaps just one] when imagination, released through certain encounters with the arts, opened worlds for you."

What do you notice about our responses?

What could we say about the way we all responded?

What do we think this all means with regards to education?

Implications for us

Aesthetic Education

Final thought:

"Empowering someone to make art meaningful is what aesthetic education is all about. It's about the space between the picture on the wall and you. Something happens there there that's never happened in the world before because no one else is exactly like you."

  • Intentionally designed to nurture appreciative, reflective, cultural, participatory engagements with the arts by enabling learners to notice what there is to be noticed.
  • Aesthetic encounters - unexpected resemblances between inner and outer

  • Experiencing arts from the inside
  • Participant within the experience as "art-as-event"
  • Life = narrative extrapolations of lived experience

To what extent do you agree/disagree

with the following statements?

Questions to Consider:

How does Maxine Greene's Theory of Aesthetic Education apply with the new Common Core/Danielson framework?

Do you think certain subjects are easier or more apt to be applied to this theory?

Is this a realistic theory that we can/should apply in our schools? Does it go against how we are expected to teach (regarding testing, heavy emphasis on data, right/wrong answers, etc.)?

1. Art brings illumination to our lives.

2. The arts offer us the releasing of our imagination, enabling us to move into the "as-if;" to move beyond the actual into invented worlds, to do so within our experience.

3. The role of art in our lives as well as in our classrooms and society is to awaken our imagination in order to see in new ways the world around us and see what it means to live in the world.

4. Through the arts we develop "wide-awakeness" to see nuances out of complexity, to focus on details yet still see the whole instead of only parts.

How does art bring us in touch with ourselves? (Or does it?)

How do we invent the kinds of situations that release people for aesthetic moments like these?

(Should we?)

True or false?

1. Teachers should foster awareness to heighten consciousness. This improves our cognitive understanding and our capacity to notice, see, hear, and attend.

2. Students, through the arts, will be free to find their own voices as they find their eyes and ears.

3. Teachers can elicit discussion helping students find a language of thinking, feeling, wondering, listening.

4. The power of art expands the range of literacy. Opening perspective enlarges the spaces (percentual, imaginative, conceptual) in which the young come in touch with and try to interpret their worlds.

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