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Enriching arts education through aestheticsexperiential arts integration activities for pre-school and early primary education /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Enriching arts education through aestheticsMarina Sotiropoulou-Zormpala and Alexandra Mouriki.
Reminder of title:	experiential arts integration activities for pre-school and early primary education /
Author:	Sotiropoulou-Zormpala, Marina.
other author:	Mouriki, Alexandra.
Published:	London :Routledge,2020.
Description:	1 online resource (x, 102 p.).
Subject:	ArtsStudy and teaching (Early childhood)
Online resource:	https://www.taylorfrancis.com/books/9780429058516
ISBN:	9780429058516 (electronic bk.)

Enriching arts education through aestheticsexperiential arts integration activities for pre-school and early primary education /
Sotiropoulou-Zormpala, Marina.

Enriching arts education through aestheticsexperiential arts integration activities for pre-school and early primary education /[electronic resource] :Marina Sotiropoulou-Zormpala and Alexandra Mouriki. - 1st ed. - London :Routledge,2020. - 1 online resource (x, 102 p.).

INTRODUCTION THEORETICAL FRAMEWORK 2.1.Representationalism 2.2.Expressionism/Cognitivism 2.3.Formalism 2.4.Postmodernism/Contextualism DESIGNING EXPERIENTIAL AESTHETICS-BASED ARTS INTEGRATION PRACTICES 3.1.General characteristics 3.2.Aesthetics-based characteristics IMPLEMENTATIONS 4.1. Why conduct these implementations? 4.2. Who participated? 4.3. How were the data collected? 4.4. How were the data analyzed? 4.5. What was implemented? What were the findings? 4.6.Other results DISCUSSION 5.1.Discussion on the findings of the representationalism-based activities 5.2.Discussion on the findings of the expressionism/cognitivism-based activities 5.3.Discussion on the findings of the formalism-based activities 5.4.Discussion on the findings of the postmodernism/contextualism-based activities 5.5.Discussion on the combinations of the activities CONCLUSIONS AND PROPOSALS REFERENCES INDEX

Enriching Arts Education through Aesthetics examines the use of aesthetic theory as the foundation to design and implement arts activities suitable for integration in school curricula in pre-school and primary school education. Thisbook suggests teaching practices based on the connection between aesthetics and arts education and shows that this kind of integration promotes enriched learning experiences. The book explores how the core ideas of four main aesthetic approaches - the representationalist, the expressionist, the formalist, and the postmodernist - translate into respective ways of designing and implementing experiential aesthetics-based activities. Containing relevant examples of interventionsused in classes, it analyzes the ways in which the combination of different aesthetic approaches can support varied, multifaceted, multimodal and balanced teaching situations in school. This innovative book will appeal to academics, researchers, professionals and students in the fields of arts education, early childhood and primary education and curriculum studies.

ISBN: 9780429058516 (electronic bk.)Subjects--Topical Terms:

952799
Arts
--Study and teaching (Early childhood)Index Terms--Genre/Form:

214472
Electronic books.

LC Class. No.: LB1139.5.A78

Dewey Class. No.: 372.5044

Enriching arts education through aestheticsexperiential arts integration activities for pre-school and early primary education /
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505 0 $a INTRODUCTION THEORETICAL FRAMEWORK 2.1.Representationalism 2.2.Expressionism/Cognitivism 2.3.Formalism 2.4.Postmodernism/Contextualism DESIGNING EXPERIENTIAL AESTHETICS-BASED ARTS INTEGRATION PRACTICES 3.1.General characteristics 3.2.Aesthetics-based characteristics IMPLEMENTATIONS 4.1. Why conduct these implementations? 4.2. Who participated? 4.3. How were the data collected? 4.4. How were the data analyzed? 4.5. What was implemented? What were the findings? 4.6.Other results DISCUSSION 5.1.Discussion on the findings of the representationalism-based activities 5.2.Discussion on the findings of the expressionism/cognitivism-based activities 5.3.Discussion on the findings of the formalism-based activities 5.4.Discussion on the findings of the postmodernism/contextualism-based activities 5.5.Discussion on the combinations of the activities CONCLUSIONS AND PROPOSALS REFERENCES INDEX
520 $a Enriching Arts Education through Aesthetics examines the use of aesthetic theory as the foundation to design and implement arts activities suitable for integration in school curricula in pre-school and primary school education. Thisbook suggests teaching practices based on the connection between aesthetics and arts education and shows that this kind of integration promotes enriched learning experiences. The book explores how the core ideas of four main aesthetic approaches - the representationalist, the expressionist, the formalist, and the postmodernist - translate into respective ways of designing and implementing experiential aesthetics-based activities. Containing relevant examples of interventionsused in classes, it analyzes the ways in which the combination of different aesthetic approaches can support varied, multifaceted, multimodal and balanced teaching situations in school. This innovative book will appeal to academics, researchers, professionals and students in the fields of arts education, early childhood and primary education and curriculum studies.
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