Abstract

This paper makes a strong statement on arts as education. Ontological and epistemological questions are raised on how to describe and understand the nature and reciprocity of artistic activity such as dance in an educational setting. A theoretical framework is drafted, linking Dewey’s concept of aesthetic experience to Biesta’s ideas of subjectivity as becoming and being in dialogue with the material and social world. Data from a field study with preservice teachers and a large number of observation data from lessons involving dance are analysed. The paper discusses aesthetic literacy, and places aesthetic experiencing at the core of relations shaped between teacher, learners, subject content and the surrounding world.

Presenters

Paul Moerman
University lecturer / PhDl student, Art and Education / Art Education, Södertörn University / University of Jyväskylä, Stockholms län, Sweden

Details

Presentation Type

Paper Presentation in a Themed Session

Theme

Pedagogy and Curriculum

KEYWORDS

Dance Arts Education

Digital Media

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