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Emphasis expression : an approach to teaching aesthetic perception at the junior high school

University of British Columbia

The thesis being explored is a conceptual basis for developing a curriculum unit which expounded the use of discourse and analysis to supplement a regular Junior High School studio art program. This approach represented a departure from traditional studio art programs which stress production skills while neglecting aspects of critical judgment. In particular, aesthetic perception was discussed in terms of Broudy's theory of aesthetic perception. In essence Broudy argued the need for curriculum changes which coincide more appropriately with the current emphasis in art education to develop not only producers but also enlightened critics and consumers of art. The concept of phenomenological objectivity and its importance as a part of critical encounters with art was elaborated. Special emphasis was placed on the expressive qualities of aesthetic objects since research in psychology suggests that this is an area of intrinsic interest to adolescents at the Junior High school level. The practical implication of this theoretical stance evolved as a curriculum module that provides the teacher with a specific approach to teaching elements of art criticism and analysis to adolescents. This practical module was designed to assist the teacher in the integration of the students' interests, to expose the students to global themes in art, and to teach a perceptual strategy which would help the students in their critical encounters with art of their own and others' creation. Included in the module were: (1) filmstrips which introduced the concept of aesthetic perception and applied this concept in respect to three themes; (2) mounted visuals from the filmstrips; (3) independent study sheets; and (1;) a teacher's guide which offered suggestions for preparation, questioning techniques and follow up studio activities as well as evaluation materials. It was hoped that the materials provided a supplement to existing studio orientated art programs and would foster further development of visual learning materials which encourage students to talk about, as well as produce, art.

Text

2010-02-26

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http://hdl.handle.net/2429/21012

Art Education

University of British Columbia

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