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Outline

Title
Abstract
Figures
Introduction
Materials and Methods
Conclusion
References

LEARNING: THE ROLE OF AESTHETICS IN EDUCATION

Profile image of Mavis EntiMavis Enti

Abstract
sparkles

AI

This paper explores the integral role of aesthetics in education, emphasizing the importance of creative expression across various disciplines, not just the arts. It argues that a holistic understanding of education extends beyond mere knowledge acquisition to include the development of aesthetic behavior, critical thinking, and creativity. The authors propose that integrating art education enhances learning abilities and prepares children for future challenges in a technological society, suggesting actionable steps for educators and government initiatives to foster aesthetic development and creativity.

Figures (6)
Figure 1: ‘The clearing stage of food produc- tion’ drawn by an 8 year old boy The concept of food production that was ex- about DNA as well it from genetic da knowledge. Thus, can aid learners to plained with illustration buttresses a study done in the Autonomous University of Yucatan. That study revealed that education is an ideal meeting point of Art and Science which share common roots since they both employ creative thinking. Some undergraduate students learnt genetics through art by making contemporary artwork as creating personal visions of ta using scientific and artistic applying art-science exercises in the education of science at the different levels better comprehend basic scien- tific concepts while developing creative thinking at the same time (Cepeda, 2007). In other words, Art creates a seam. vation, instruction, ess connection between moti- assessment and practical ap- plication, leading to deeper understanding.
Figure 1: ‘The clearing stage of food produc- tion’ drawn by an 8 year old boy The concept of food production that was ex- about DNA as well it from genetic da knowledge. Thus, can aid learners to plained with illustration buttresses a study done in the Autonomous University of Yucatan. That study revealed that education is an ideal meeting point of Art and Science which share common roots since they both employ creative thinking. Some undergraduate students learnt genetics through art by making contemporary artwork as creating personal visions of ta using scientific and artistic applying art-science exercises in the education of science at the different levels better comprehend basic scien- tific concepts while developing creative thinking at the same time (Cepeda, 2007). In other words, Art creates a seam. vation, instruction, ess connection between moti- assessment and practical ap- plication, leading to deeper understanding.
What should be noted is that the arts convey mes- sages by social release and cultural symbols sheathed in aesthetically pleasing ways. Flood Figure 2: ‘The harvesting stage of food pro- duction’ depicted by a 10 year old girl
What should be noted is that the arts convey mes- sages by social release and cultural symbols sheathed in aesthetically pleasing ways. Flood Figure 2: ‘The harvesting stage of food pro- duction’ depicted by a 10 year old girl
Fig 3: A drawing by an 8 year old boy who explained that he was very sad when beaten To the child experiencing stress under the rigours of growing up and in the confines of the school, the visual arts could serve as a form of release. Art could, if used intelligently, contribute to the mental health of the child by giving him an op- portunity to alleviate those tensions and communicate those meanings that he At the core of this is the fact that Art provides an outlet for the child to pour out his frustrations, when he cannot memorize the multiplication ta- ble, or he had no food to eat before coming to school but relies on the School Feeding Pro- gramme (Personal Conversation, 2007) as well as acting as a shield for emotional crisis when he does not get the needed attention especially pa- rental care. Art helps the children in these situa- tions to have emotional release and subsequently makes them emotionally sound people. For in- stance, when asked to draw anything they wanted, some of the children drew pictures that expressed their experiences and how they felt (e.g. hurt, sadness, anger, and happiness) in some situations they were involved in (see Figs 3 - 5). The boy who made Fig 3 explained that he was beaten for something he did not do, whiles the girl who made Fig 4 remembered the nice time she had during her birthday party.
Fig 3: A drawing by an 8 year old boy who explained that he was very sad when beaten To the child experiencing stress under the rigours of growing up and in the confines of the school, the visual arts could serve as a form of release. Art could, if used intelligently, contribute to the mental health of the child by giving him an op- portunity to alleviate those tensions and communicate those meanings that he At the core of this is the fact that Art provides an outlet for the child to pour out his frustrations, when he cannot memorize the multiplication ta- ble, or he had no food to eat before coming to school but relies on the School Feeding Pro- gramme (Personal Conversation, 2007) as well as acting as a shield for emotional crisis when he does not get the needed attention especially pa- rental care. Art helps the children in these situa- tions to have emotional release and subsequently makes them emotionally sound people. For in- stance, when asked to draw anything they wanted, some of the children drew pictures that expressed their experiences and how they felt (e.g. hurt, sadness, anger, and happiness) in some situations they were involved in (see Figs 3 - 5). The boy who made Fig 3 explained that he was beaten for something he did not do, whiles the girl who made Fig 4 remembered the nice time she had during her birthday party.
Fig 4: A drawing by a 7 year old girl that showed the party held for her on her 6" birthday
Fig 4: A drawing by a 7 year old girl that showed the party held for her on her 6" birthday
Fig 5: A ten year old showed his parent he misses
Fig 5: A ten year old showed his parent he misses
Fig 6 and 7: Drawings that show small sizes of small figures in relation to the paper size Art educators need to be reminded that they have a fundamental obligation to provide the fuel that will ignite the mind, spark the aspirations, and illuminate the total being of the child. The arts, especially in the area of aesthetics can often serve as that fuel. They are the ways one applies his imagination, thought and feeling through a range of “languages” to illuminate life in all its mystery, misery, delight, pity and wonder. They are basic Interactions with some children who drew small figures based on some series of works showed that some of the children were shy and with- drawn. Some also viewed the blank pieces of pa- 166 Journal of Science and Technology, Vol. 29, No. 1, April, 2009
Fig 6 and 7: Drawings that show small sizes of small figures in relation to the paper size Art educators need to be reminded that they have a fundamental obligation to provide the fuel that will ignite the mind, spark the aspirations, and illuminate the total being of the child. The arts, especially in the area of aesthetics can often serve as that fuel. They are the ways one applies his imagination, thought and feeling through a range of “languages” to illuminate life in all its mystery, misery, delight, pity and wonder. They are basic Interactions with some children who drew small figures based on some series of works showed that some of the children were shy and with- drawn. Some also viewed the blank pieces of pa- 166 Journal of Science and Technology, Vol. 29, No. 1, April, 2009

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