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Lesson Plans


real beauty 3

[ Thread ][ Subject ][ Author ][ Date ]
Ken and Chris (kenh)
Wed, 1 Jan 1997 00:19:15 -0600

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our students (adolescents in general) have a strong idea what beauty is. =
much of the art the take as their own is quality-dependent on =
properties of provocation, novelty and risk- that is fashion oriented.
as we see it their are two art classroom choices: focus on the students' =
sensibilities (in order to maximize quality of engagement) or lead them =
into other realms of aesthetic experience (which we know to be important =
and substantial but which will reduce the depth of personal expressive =
activity.=20
taking into account the fact that most high school art students (in our =
situation at least) will probably not have another structured art =
experience which direction might one chose to emphasize?

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our students (adolescents in = general) have a=20 strong idea what beauty is.  much of the art the take as their = own  is=20 quality-dependent on properties of provocation, novelty and risk- that = is=20 fashion oriented.
as we see it their are two art = classroom=20 choices: focus on the students' sensibilities (in order to maximize = quality of=20 engagement) or lead them into other realms of aesthetic experience = (which we=20 know to be important and substantial but which will reduce  the = depth of=20 personal expressive activity.
taking into account the fact that = most high=20 school art students (in our situation at least) will probably not have = another=20 structured art experience which direction  might one chose to=20 emphasize?
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