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Rósa Kristín Júlíusdóttir Heimildir Arnheim, R. (1989). Thoughts on art education. Los Ang- eles: The Getty Center for Education in the Arts. Arnheim, R. (1974). [1954]. Art and visual perception. Berk- eley, CA: University of California Press. Barthes, R. (1985). On signs. í M. Blonsky (ritstj.), Day hy day with Roland Barthes (bls. 98-117 ). Baltimore: John Hopkins University Press. Beardsley, M. C. (1958). Aesthetics: Problems in the philo- sophy of criticism. New York: Harcourt, Brace and Company. Broudy, H.S. (1987). The role of imagery in leaming. Los Angeles: The Getty Center for Education in the Arts. Clark, G. A., Day, M. D. og Greer, D. (1987). Discipline- based art education: Becoming students of art. Joumal ofAesthetic Education, 21(2),129-193. Crawford, D.W. (1991). The questions of aesthetics. í Smith, R. A. og Simpson, A. (ritstj.), Aesthetics and arts education, bls. 18-31. Urbana og Chicago: University of Illinois Press. de Bolla, P. (2001). Art matters. Cambridge, MA: Harvard University Press. Dewey, J. (1980). [1934]. Art as experience. New York: Per- egee Books. Dickie, G. (1971). Aesthetics: An introduction. Indianapolis: Bobbs-Merill. Dobbs, S. M. (1998). Leaming in and through art: A guide to discipline-based art education. Los Angeles: The Getty Education Institute for the Arts. Eaton, M.M. (1994). Philosophical aesthetics: A way of knowing and its limits. The Joumal of Aesthetic Educa- tion 28(3), 19-30. Efland, A., Freedman, K. og Patricia Stuhr. (1996). Post- modern art education: An approach to curriculum. Reston, VA: The National Art Education Association. Efland, A. (2004). The entwined nature of the aesthetic: A discourse on visual culture. Studies in Art Education 45(3), 234-251. Eisner, E. W. (1989). Introduction. Thoughts on art educa- tion, bls. 3-8. Los Angeles: The Getty Center for Educa- tion in the Arts. Eisner, E. W. (1997). Educating artistic vision. Reston (VA.): The National Art Education Association. Eisner, E. W. (2002). The arts and the creation ofmind. New Haven: Yale University Press. Freedman, K. (2003). Teaching visual culture. New York: Teachers College Press. Goodman, N. (1976). Languages ofart: An approach to a the- ory of symbols. Indianapolis: Hackett. Greene, M. (2001). Variation on a blue guitar: The Lincoln Center Institute lectures on aesthetic education. New York: Teachers College Press. Greer, D.W. (1984). Discipline-based art education. Approaching art as a subject of study. Studies in Art Education 3(1), 19-24. Kindler, A. M. and B. Darras (1997). Map of artistic devel- opment. í Kindler, A. (ritstj.), Child Development in Art (bls. 17-44). Virginia: The National Art Education Association. Parsons, M. J. and Gene Blocker (1993). Aesthetics and edu- cation. Chicago: University of Illinois Press. Rasánen, M. (1998). Building bridges. Helsinki: Publication Series of the University of Art and Design. Rósa Kristín Júlíusdóttir (2001). Listskilningur barna. Lýs- ing, greining, túlkun og mat á listaverkum. Diplómarit- gerð. Akureyri: Háskólinn á Akureyri. Shusterman, R. (1999). The end of aesthetic experience. Joumal of Aesthetics and Art Criticism, 55, 29-41. Varto, J. (2000). History of the picture and contemporary art in education. í Stozmann, L. og Tiainen, H. (ritstj.), Kuvia-Visioner-lmages. Helsinki: Uusimaa Oy Porvoo. Weitz, M. (1950). Philosophy ofthe arts. Cambridge (Mass.): [útgáfufyrirtækis ekki getið]. Wilson, B. (2000). Children's collaborative interpretations of artworks. The challenge of writing visual texts within the texts of their lives. [Óbirt handrit]. Abstract The value of aesthetics in art education for the young This article discusses aesthetics in art education for the young. How aesthetics is the branch of philosophy where we can examine the nature, meaning and value of art and other things from an aesthetic point of view. Through their making, enjoying and talking about art young chil- dren can learn to think philosophically. I look at aesthetic experience with its special qualities as well as its contri- butions to children's leaming. Aesthetic can refer to a cer- tain kind of experience that can occur with any kind of phenomenon. A child may, for example, speak of the golden beauty of the sun in her painting. This sense of perception lies in the individual's response to the form, appearance and character of it. It is an aesthetic judg- ment. Art works of any kind have an educational poten- tial in that they can be interpreted and shaped within personal narratives and used to expand students' concep- tions of themselves and their world. Interpretations of art works add an aesthetic dimension to art education that enables children to rewrite the visual text of art works within the text of their life. 128 Delta Kappa Gamma - 30 ára afmælisrit
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Þekking - þjálfun - þroski

Year
2007
Language
Icelandic
Pages
324


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