Art and Aesthetic Education in the Reggio Emilia Approach

Autor/in	Manera, Lorenzo
Titel	Art and Aesthetic Education in the Reggio Emilia Approach
Quelle	In: Education 3-13, 50 (2022) 4, S.483-493 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2022.2052230
Schlagwörter	Art Education; Aesthetic Education; Reggio Emilia Approach; Educational Philosophy; Personal Autonomy; Teaching Methods; Child Development; Cognitive Processes; Inquiry; Preschool Education; Learning Theories + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Ästhetische Bildung; Reggio-Pädagogik; Bildungsphilosophie; Erziehungsphilosophie; Individuelle Autonomie; Teaching method; Lehrmethode; Unterrichtsmethode; Kindesentwicklung; Cognitive process; Kognitiver Prozess; Pre-school education; Vorschulerziehung; Learning theory; Lerntheorie
Abstract	In the educational experience of Reggio Emilia, art education is held to be a central element in children's knowledge building processes and the aesthetic experience is considered an activator of learning process. In the Reggio educational philosophy, the space dedicated to aesthetic education and the exploration of artistic languages and techniques is called the "Atelier". The Atelier is a place closely connected to the other school environments, aimed at fostering children's agency by allowing them to explore visual and expressive languages in close synergy with verbal, body and logical ones. This paper addresses the main characteristics and values of the Reggio Emilia educational philosophy that contribute to fostering children's agency, by focusing on the aspects that are most connected to the aesthetic experience. From such a perspective, the visual and artistic languages are considered to be a means of inquiry regarding the world and as media that support children in building bridges and relationships between cognitive and expressive processes. Finally, the paper problematises such characteristics by drawing on recent developments and interpretations of Malafouris' material engagement theory (Montani 2020). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01