Aesthetics as Critical Inquiry

In another article of his Tom Anderson illustrates ways of talking with students about art, but more specifically through methods of aesthetic inquiry for secondary and post secondary art education.  Instead of using critcards as suggested in the previously mentioned article, here he suggests a more open conversation on the meaning and value of art.  Students start of with their immediate interpretation and at a point the teacher then presents some more contextual information.  The teacher in this situation sets up for a debate but guides the conversation, occasionally jumping in providing additional insight that helps defend arguments.  A blackboard should be used to document points backing up each argument.  An area between the two should be used for


questions and reasons.  At a certain point this debate is cut off, and it should be noted that not in all cases is one answer better than the other, neither is there only one correct conclusion.  Even so, the teacher should direct the lesson and conversation towards the questions presented on the board. Through the presented method students learn how to use practical inquiry to form aesthetic theory.  The author suggests with this approach the conversation should end pointing out that questions answered about aesthetics in this way are answered as theory or persuasive argument.

In order to further address the question of meaning and value in art, students for the following class will bring in two objects, one which they consider an art object and the other they believe is not.  The following class has a discussion starting with the most basic question of why a particular object is art.  Point out where students suggest supporting ideas that correlate with current ideas in aesthetics, but don't immediately dismiss others.  Anderson also suggests writing assignments for students to do outside of class. Such assignments should have direct connection to the class conversations.  Some papers would include what is art, or if a debated artists work was really art.

I really like the overall idea of these open conversations structured with different questions.  As long as the classroom is a safe place where students are made to feel comfortable speaking, I believe this can structure a valuable learning experience.  This kind of back and forth dialogue can also better help students understandings of the new concepts associated with this method of learning.