Contextualizing Aesthetics as Social Engagement for Teacher Education

Aesthetics is a type of literacy; however, it has been missing in generalist meta-analyses of teacher education. This article adds to the literature by synthesizing aesthetics theory, especially for implications of the historical development of ideas related to visual arts and aesthetics broadly def...

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Bibliographic Details
Published in:Journal of social change 2020-02, Vol.12 (1)
Main Author: Attwood, Adam I
Format: Article
Language:English
Subjects:
Aesthetics
Art history
Core curriculum
Creativity
Learning
Literacy
Preservice teachers
Self-efficacy
Social change
Social studies
Students
Teacher education
Teaching
Visual arts
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Summary:Aesthetics is a type of literacy; however, it has been missing in generalist meta-analyses of teacher education. This article adds to the literature by synthesizing aesthetics theory, especially for implications of the historical development of ideas related to visual arts and aesthetics broadly defined for inclusive teacher preparation that promotes social engagement. Various viewpoints are explored in this article for contextualizing the field of aesthetics education as it relates to the preparation of generalist K–12 teachers who are not training to be fine arts teachers. With context, generalist K–12 teachers can be equipped to integrate the arts across other content areas.
ISSN:1931-1540
1931-1540
DOI:10.5590/JOSC.2020.12.1.03