Conference:
ECER 2008
Format:
Paper
Session Information
PRE_G6, Preconference; Paper Session G6
Paper Session
Time:
2008-09-09
10:00-11:30
Room:
B3 334
Chair:
Joana da Silveira Duarte
Contribution
The term “Aesthetic Education” aims at a meaning of education that is rooted in the German tradition of idealism (Wilhelm von Humboldt). The “proportionierlichste“ development of all human vigors to a whole happens in interaction between self and world, i.e. in dealing with an individual’s environment. Sensual perception (= greek aisthesis) is the fundamental mode of interaction between an individual and the environment, and thus the genesis of all learning and education. By reflecting sensual perceptions aesthetic experiences can be made that can initiate complex developments in a life. How these processes in aesthetic education work, has not been investigated well.
The study “Theatre-related educational processes in vitas development with respect to aesthetic education” (Reinwand, PhD project at the University Erlangen-Nürnberg Germany) aims at how people handle aesthetic experiences, which learning and educational processes happen with respect to aesthetic media (here: theatre) and how they run.
For the study, amateur actors and theatre pedagogues – last-mentioned from “Darstellendes Spiel” (performing play), a supplemental study at a few German universities – have been questioned and first results are expressed. Some biographies of theatre pedagogues (which can and have been subsumed to one group), show a clear trend from theatre student to teacher. Based on that group, some educational processes regarding theatre can be examined:
• What does learning and teaching mean in aesthetical education and how does it happen?
• How does the view of the self and of the world change on the way from theatre student to teacher?
• What does that mean for the pedagogic relationship between teacher and learning in aesthetic processes?
• What does that mean for aesthetic education in general?
By answering these questions it will also be presented an insight into the rather under-developed and under-established methods, offers and courses of study in qualified teaching of aesthetic education in Germany – and put up adequate teaching of aesthetic education internationally for discussion.
Method
Qualitative Research Design with 15 partly biographical narrative interviews
Analysis: Biographical analysis, narrative and content analysis, coding paradigm by view of self, view of world and acting, systemisation by type and profile, qualitative heuristic
Expected Outcomes
The aim is to shape first empirique statements on the special relationship of learner and teacher in processes of aesthetic education and to show the differences to formal, institutionalised teacher-learner-relationships. Aesthetic education is characterised by openness, pursuit for its own ends and an experimental approach which require a special teacher-learner-relationship, that starts with the self-image of the people involved. Better exploration and identification of that communication may help a path “from teaching to learning”.
References
• von Humboldt, Wilhelm (1792/1967): Ideen zu einem Versuch, die Grenzen der Wirksamkeit des Staates zu bestimmen. Stuttgart, Reclam. • Reinwand, Vanessa-Isabelle (2007): Theaterpädagogische Prozesse in Biographieverläufen unter dem Aspekt der ästhetischen Bildung. Dissertation an der Universität Erlangen-Nürnberg. • Schiller, Friedrich (1795): Über die ästhetische Erziehung des Menschen in einer Reihe von Briefen. In: Schriften zu Philosophie und Kunst. Band 524, München, Wilhelm Goldmann Verlag, 1964.
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