Encouraging Empathy through Aesthetic Engagement: An Art Lesson in Living Compositions

Autor/in	Riddett-Moore, Karinna
Titel	Encouraging Empathy through Aesthetic Engagement: An Art Lesson in Living Compositions
Quelle	In: International Journal of Education & the Arts, 10 (2009), (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8094
Schlagwörter	Aesthetics; Empathy; Caring; Studio Art; Sculpture; Grade 4; Art Activities; Thinking Skills; Perception; Interpersonal Relationship; Artists; Inquiry; Elementary School Students + Suchen Sie Ihr Suchwort? Ästhetik; Empathie; Care; Pflege; Sorge; Betreuung; Kunstwerkstatt; Bildhauerei; School year 04; 4. Schuljahr; Schuljahr 04; Künstlerische Tätigkeit; Denkfähigkeit; Wahrnehmung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Artiste; Artist; Künstler; Künstlerin
Abstract	This paper demonstrates how aesthetic engagement can encourage empathy and caring in the art classroom. As artful inquiry, this hybrid form of arts-based educational research and teacher research examines my own classroom practice and pedagogy exploring how aesthetics can become a philosophy of care. Part 1 outlines the "Living Compositions Exercise", an introductory activity students play to introduce the concepts of space, relationship, and care, and a discussion on how this is an aesthetic experience that encourages empathy. Part 2, "Inquiry into Piazza", addresses how student inquiry, artistic critique, and dialogue can lead to self-formation through art. The outcome of aesthetic engagement here is to promote empathetic response and action, which is manifested through the living inquiry of the students. (Contains 2 images and 2 notes.) (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10