scholarly journals An Investigation on College Students’ Basic Aesthetic Quality and the Needs of Aesthetic Education Curriculum—Empirical Evidence from Ten Universities Data in China

2021 ◽  
Vol 8 (8) ◽  
pp. 83-90
Author(s):  
Zezhou Ye ◽  
◽  
Hui Xiang ◽  
Keyword(s):  
College Students ◽  
Empirical Evidence ◽  
Aesthetic Education ◽  
Education Curriculum ◽  
Aesthetic Quality ◽  
University Courses ◽  
The Arts ◽  
Aesthetic Consciousness ◽  
The Aesthetic ◽  
And Behavior

The research defines the basic aesthetic qualities and divides them into three parts: aesthetic consciousness, common sense, and behavior. Empirical evidence from more than 1000 college students of ten universities showed that many students still lack basic aesthetic knowledge and skills, and there are also significant differences in gender, location, and qualification. Therefore, college students have a relatively large demand for aesthetic education curriculum, especially in the arts. But obviously, the current aesthetic education curriculums in colleges and universities cannot meet the needs of students, and it is even more difficult to guarantee the aesthetic ability of students who lack art education in primary and secondary schools. Therefore, it is necessary to make up for deficiency in university courses, and to carry out professional-based and even interdisciplinary and cross-border aesthetic courses can achieve the goals of aesthetic education in universities.

Through the Arts to the Aesthetic: The CEMREL Aesthetic Education Curriculum

1978 ◽  
Vol 36 (4) ◽  
pp. 495
Author(s):  
Ralph A. Smith ◽  
Stanley S. Madeja ◽  
Sheila Onuska
Keyword(s):  
Aesthetic Education ◽  
Education Curriculum ◽  
The Arts ◽  
The Aesthetic

How to Carry out Aesthetic Education in Art Education

2020 ◽  
Vol 9 (4) ◽  
pp. 168
Author(s):  
Jianying Bian
Keyword(s):  
Higher Education ◽  
Art Education ◽  
Colleges And Universities ◽  
Aesthetic Education ◽  
Ideological And Political Education ◽  
Political Education ◽  
Art Teaching ◽  
Aesthetic Consciousness ◽  
The Aesthetic

In recent years, aesthetic education has been gradually emphasized by higher education. Colleges and universities actively apply aesthetic education in the cultivation of various professional talents, and integrate aesthetic education through courses such as ideological and political education. With a view to enhancing the aesthetic consciousness and ability of higher talents. Art education is the most important and direct way of aesthetic education. Based on this, this paper analyzes the current problems of aesthetic education in colleges and universities, and mainly uses the application of aesthetic education in art teaching as an example to explore the effective ways and methods of aesthetic education.

scholarly journals SOCIAL-PHILOSOPHICAL AND FUNCTIONAL ANALYSIS OF AESTHETIC CULTURE

2020 ◽  
pp. 165-167
Author(s):  
Arzimatova Inoyatxon Madumarovna ◽  
Mo’minov Jahongir Madaminovich
Keyword(s):  
Functional Analysis ◽  
Key Words ◽  
Aesthetic Education ◽  
Human Being ◽  
Aesthetic Consciousness ◽  
The Aesthetic

In this article the aesthetic culture is analysed socio-philosophically. The author has shown that aesthetic culture resides in the human being and that is activities enter humanity as a spirit. Furthermore, it also analyses art and its functions, which are one of the key parts of society’s artistic culture. KEY WORDS: aesthetic culture, art, aesthetic education, music, creativity, aesthetic consciousness, ideal, artistic need.

scholarly journals Development Status of College Aesthetic Education and Corresponding Teaching Strategies from the Perspective of New Media

2020 ◽  
Vol 179 ◽  
pp. 02094
Author(s):  
Jin Xin
Keyword(s):  
College Students ◽  
New Media ◽  
Teaching Strategies ◽  
Colleges And Universities ◽  
Aesthetic Education ◽  
Pivotal Role ◽  
Practical Significance ◽  
Education Curriculum ◽  
Education Practice ◽  
Development Status

With the vigorous development of new media, aesthetic education plays a pivotal role as a vital and necessary link for the development of quality-oriented education in colleges and universities. However, colleges and universities nowadays value knowledge education more than aesthetic education, aesthetic education curriculum remains to be diversified and enriched, and aesthetic education practice activities tend to be in a superficial form, all of which have turned aesthetic education into an obstacle affecting the overall development of college students. We should practically grasp the development status and problems of college aesthetic education, and systematically analyze the reasons of such problems, which is of great practical significance for the establishment and development of contemporary aesthetic education curriculum system.

Aesthetic education and the practice of music teaching

1999 ◽  
Vol 16 (2) ◽  
pp. 115-122 ◽  
Author(s):  
Charles Plummeridge
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Fine Arts ◽  
Aesthetic Education ◽  
Educational Institutions ◽  
Philosophy Of Art ◽  
International Debate ◽  
The Arts ◽  
The Status ◽  
The Aesthetic

Over the past three decades it has become customary to regard music education as a form of aesthetic education. Recently a number of writers have expressed some objections to this view which they maintain has acquired the status of an accepted orthodoxy. In a healthy educational climate it is right that any orthodoxy should be questioned and aesthetic education has often become the subject of an international debate The purpose of this paper is not to add another voice to that debate but to re-examine the concept of aesthetic education with reference to the teaching and learning of music in educational institutions.Many discussions on this issue become clouded because the term ‘aesthetic education’ is used in different ways and in different contexts In a broad sense the aesthetic is not necessarily associated with the arts and is taken to be a dimension of experience in any discipline; accordingly, aesthetic education is across the curriculum. Most frequently, it implies an education in the fine arts, the aim of which is the development in children of a particular style of thinking or mode of intelligence. A third view arises from the notion of aesthetics as a form of enquiry best described as the philosophy of art; aesthetic education thus conceived involves the study of topics such as artistic meanings, judgements and values.An examination of these different conceptions of aesthetic education raises a number of philosophical and educational issues that have implications not only for the organisation and practice of music education in schools but also for the education and professional development of teachers.

scholarly journals Art, experience and alterity: reflections in the horizon of ethical and aesthetic education

2021 ◽  
Vol 14 (33) ◽  
pp. e15315
Author(s):  
Maria Regina Johann
Keyword(s):  
Creative Process ◽  
Aesthetic Experience ◽  
Theoretical Perspective ◽  
Aesthetic Education ◽  
Moral Action ◽  
Self Awareness ◽  
Philosophical Hermeneutics ◽  
Artistic Experience ◽  
The Arts ◽  
The Aesthetic

Oriented by the theoretical perspective of philosophical hermeneutics, this text addresses the ethical and aesthetic dimension of education, and it has the arts teaching as a reflexive field, emphasizing the artistic experience as a possibility for knowledge and self-awareness beyond the instrumental rationality frameworks. I emphasize, therefore, the artistic experience as an opportunity of (re) approximation among the student, the work and the artist as a way of self-investigation in the field of authorship, with reference to the experimentation of the artistic game and the tensions of the creative process. This creative process triggers a dialogue, which would be in the basis of ethics, since the moral action would be based in the process of co-creation of the aesthetic experience in relation to the work of art.

Impact of Literary Works upon College Students

1974 ◽  
Vol 34 (3_suppl) ◽  
pp. 1127-1130
Author(s):  
Peter Ebersole
Keyword(s):  
College Students ◽  
Empirical Evidence ◽  
Behavioral Effects ◽  
Cognitive Effects ◽  
Literary Works ◽  
Aesthetic Style ◽  
The Aesthetic ◽  
Behavioral Impact

The present study attempted to provide empirical evidence for what type of impact, if any, is reported by college students concerning their reading of literary works they consider important. The effects reported were grouped into three major categories: no effect, behavioral effects, and cognitive effects, the latter being the most frequently reported. The results provide support for both the aesthetic (style-oriented) and moralistic (content-oriented) interpretation of the value of literature. Justification of literature might be most fruitfully approached via cognitive rather than behavioral impact.

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