Aesthetics In Art Education

When looking to the teaching, awareness, or inclusion of aesthetics in art education, a philosophical approach is necessary. Philosophy in art education should cause both educator and student to “think and express oneself clearly, carefully analyzing problems and issues considering alternatives, drawing connections and crafting strong arguments and sound decisions through the application of reason”(Anderson/Mcrorie). There were two perspectives mentioned in both articles on which to view art’s existence, universalism/formalism and pluralism/contextualism. Universalism/formalism is the ideal that form is a universal language and the principles of art and design are the foundation. In pluralism/contextualism art has a purpose beyond decoration or form, but rather functions as a means of communication.  Both of these perspectives are important considerations in which to categorize a larger view of educators approach in their class specific curriculum. 
These articles were written in a time when art education was going through a seismic shift. There was (and still is) an examination of formal ideas of art and art world and how formal techiniques, aesthetics, were included in art curricula. The high art ideals collided with the immediacy of street art, conceptual art ideas, and art of the people, as descibed in the feminist theory. This created a dynamic climate in art movements as a whole, and in art education. I was a student through this time period. Art educators in my own experiences taught technical formalism, in my elementary school, where we focused on materials and how they were used. Contextualism was introduced in high school, where it was expected to create original work that would communicate an idea or inform my audience. In college the focus was on discipline, technical ability, and craftsmanship, however once a foundation of skill had been attained the contextualism had a huge role. Why do you do what you do? Why do you create? Why are you an artist? What makes YOU an artist? In my education, I focused on a discipline, fibers. I wanted to learn to become the artist I have become and my love for the visual arts has brought me to a turning point in my personal career, becoming an arts educator. In reflection of my path to where I have been and arrived, I can see connections to the formal and contextual approach to arts in education for the 21st century. In the article A Role for Aesthetics in Centering the K-12 Art Curriculum (Anderson and Mcrorie) the combination of formalism and contextualism allows for an infinite range of imagination, collaboration, the integration of skills and techniques. It enables students to effectively communicate their ideas in visual form. The Lankford article, Aesthetics in Art Education, was an excellent collection of theories and perspectives which are essential foundations in which to approach the viewing and analyzing of art. We need this nomenclature to define art, the philosophy behind it’s existence, and educators need a foundation to understand why we teach what we do. It was suggested in the teacher preparation of the Lankford article, that knowledge and skill both in studio practice and of aesthetics and ideals should be practiced and taught. In both articles the balance of contextualism and formalism is encouraged, it is up to the individual educator how that is defined. There is not a “one size fits all” art program. I was a resident teaching artist and intern in the inner city of Milwaukee. I also worked with behaviorally challenged and non verbal students in the Milwaukee  public schools. In contrast, I currently teach in a parochial school in the city of Menomonie. Art is universal in its ability to communicate through its aesthetics, what it communicates is unique to the climate in which it is presented. Adjustments must be made to the audience. Balancing technique, materials, form, with critical thinking, using art history examples and encouraging them to communicate their own voice. The “success” of learning through a curriculum mindful of aesthetics, equips the student with critical thinking and creates “a cohesive and comprehensive account of meaning and purpose of art and its methodologies for making, understanding, and appreciating art”.(Lankford) Knowing that there is no right or perfect outcome, but adhering to theories and standards as a guideline, the student’s unique experience is vital.