an aesthetic approach to The Arts: Technology


Drawing: pencil, marker, crayola, oil pastel, chalk pastel,

Painting: finger painting, tempera, acrylic, guash, oil

Sculpture: figure/clay, paper/construction, fabric/installation,

Photography: stills, movies,

Computer Technology: digital imaging; non-linear editing; software; education software discounts;

Intermedia: mixed media, conceptual art, art & science

Visual elements:
- line, color, texture, shape, value, form, and space.

- Symmetry vs. Asymmetry
- Use of negative space.

- Focal point
- Dominance

- movement
- repeated pattern
- eye movement throughout the composition

Unity and Variety
- grouping
- proximity
- repetition of the same element



Aesthetic education since the early seventies has placed philosophy at the center of its pedagogy. Immanuel Kant, John Dewey, Elliott Eisner and Maxine Greene have all written of the relationship that the arts create between reason and imagination. According to Greene, “for us, education signifies the nurture of a special kind of reflectiveness and expressiveness, a reaching out for meanings, a learning to learn.”

As a space/place of learning, aesthetic education may provide a philosophy that addresses a diverse world through a process that opens new associations between concepts and methods through a close study of a work of art. Activity and reflection guided by inquiry and experimentation are developed from specific details that make up the functioning elements in the work of art. Aesthetic judgment allows action and reflection through art activities and inquiry. By focusing both on the thinking process and technical process found in the work of art, students find new associations between the elements that make up the language of the arts and meaning. According to Dewey, “It is a way of seeing and feeling things as they compose an integral whole… It is the large and generous blending of interests at the point where the mind comes in contact with the world.” This is a process where imagination and reason are in “fidelity” to a shared event with the work of art.

Aesthetic reflection of the beauty and sublime reveals the threshold of both the senses and reason that restores a balance between the Arts and Sciences. The task of teachers is to create a space for learning that is conducive to each learner. Teachers who attend each student’s learning style through a medium that vitalizes his or her own life can only define this boundary. This philosophic awareness of the limited and unlimited capacity of the individual as a learner is what makes the arts particularly useful as a learning apparatus.

The use of technology in learning requires a shift in thinking from physical practice to virtual practice. The cultural shift to technology brought about by science presents a new reality that shifts perception to the conceptual and virtual thereby opening a new electronic literacy. The goal of education in the age of hypermedia should be restated as aesthetic reflection that sets mental powers into action by physically and virtually acting on the media of life. The objective of this research is to use hypermedia (Internet, Blackboard, Podcasts and U-Tube) to open individuals to a broader, world community that can share ideas, creative production and global research.

Greene, Maxine. Variations on a Blue Guitar. New York: Teachers College Press, 2001, p. 7
Dewey, John.  Experience & Education. New York: Touchstone, 1938. p. 34
Toth, John, The Arts, from THE NEW PERCEPTION:  HYPERMEDIATING INTERDISCIPLINARY CULTURES THROUGH AESTHETIC EDUCATION . Publisher: Oxford Round Table. Publication: Forum on Public Policy Online ISSN 1938-9809

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