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Author:   Boyd White ,  Amélie Lemieux
Publisher:   Peter Lang Publishing Inc
Imprint:   Peter Lang Publishing Inc
Edition:   New edition
Weight:   0.340kg
ISBN:  

9781433132773

ISBN 10:   143313277
Pages:   146
Publication Date:   16 October 2017
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

List of Figures – Acknowledgements – Boyd White and Amélie Lemieux: Introduction – Amélie Lemieux and Boyd White: Epistemological and Ontological Stances – Boyd White: Putting Theory into Practice: Aesthetigrams: Mapping Aesthetic Experiences – Boyd White: More Recent Developments: Visual Art – Amélie Lemieux: Recent Developments: Aesthetigram-Making in the Literature Classroom – Amélie Lemieux: Applications with CEGEP (18–20-Year-Old) Students – Introduction: Other Applications – Boyd White: The Poetry Workshop – Natalie M. Fletcher: Philosograms as Aesthetic Maps of Philosophical Inquiry – Contributor’s Bio – Index

Reviews

In this book readers can find some important clues and insights regarding ways to capture, share, and discuss the emotional and aesthetic reactions of young readers to texts of all types: written, visual, and auditory. Based on a solid grounding of phenomenological theory, the authors provide lots of examples and illustrations of ways to tackle one of the most persistent issues of teaching and learning. My favourite participant quote is from the second grade student who described the way his body feels like a volcano during philosophical enquiry! This is a feeling that we can relate to, and seek out in our classrooms. An original and highly recommended text. -Ralf St. Clair, Dean of Education at Victoria University This book has at its core art and aesthetics. It is beautifully written prose about the use of aesthetigrams, and other arts-based and creative approaches, with both under and post-graduate students. The method and way of thinking with aesthetigrams allows students and researchers to visually map their individual interactions with art, aesthetics and philosophy. A theoretical, strong text, the book provides accessible and practical implications for the use of aesthetigrams across a range of contexts. Boyd, for example, shares his experiences teaching in higher education whereby students, who come from a range of personal, social and cultural backgrounds, are encouraged to utilise their own capabilities to perceive art and aesthetic experience. Through the use of aesthetigrams students reflect, ponder and `feel/smell/taste' art. Later in the text, another example with a focus on poetry shows the powerful results of such reflective and reflexive approaches. Lemieux applies the method in a secondary school classroom context in relation to literature. Students are requested to respond to a literary play through ekphrastic writing as well as aesthetigrams. Students show deeper understandings of artistic works as a result of the methods outlined in this text. I would recommend other educators who work in similar areas to embrace this book. While the ultimate goal is for students to appreciate and critique art, what happens in reality is their own personal transformations in `living,' `engaging,' `being in flow' and `becoming wide-awake.' -Georgina Barton, Associate Professor of Literacies and Pedagogy, University of Southern Queensland This book fills a great need that has existed since our world of reading and writing became so multimodal. Boyd White and Amelie Lemieux provide an entree into the world of aesthetics for any teacher who is interested in adding to their students' responsive palettes. The technique of using `aesthetigrams,' as described by White and Lemieux, will enable teachers and students to share a common vocabulary for articulating what is often difficult to articulate. -William Kist, Professor, Kent State University, Author, New Literacies in Action and Getting Started with Blended Learning

This book has at its core art and aesthetics. It is beautifully written prose about the use of aesthetigrams, and other arts-based and creative approaches, with both under and post-graduate students. The method and way of thinking with aesthetigrams allows students and researchers to visually map their individual interactions with art, aesthetics and philosophy. A theoretical, strong text, the book provides accessible and practical implications for the use of aesthetigrams across a range of contexts. Boyd, for example, shares his experiences teaching in higher education whereby students, who come from a range of personal, social and cultural backgrounds, are encouraged to utilise their own capabilities to perceive art and aesthetic experience. Through the use of aesthetigrams students reflect, ponder and `feel/smell/taste' art. Later in the text, another example with a focus on poetry shows the powerful results of such reflective and reflexive approaches. Lemieux applies the method in a secondary school classroom context in relation to literature. Students are requested to respond to a literary play through ekphrastic writing as well as aesthetigrams. Students show deeper understandings of artistic works as a result of the methods outlined in this text. I would recommend other educators who work in similar areas to embrace this book. While the ultimate goal is for students to appreciate and critique art, what happens in reality is their own personal transformations in `living,' `engaging,' `being in flow' and `becoming wide-awake.' -Georgina Barton, Associate Professor of Literacies and Pedagogy, University of Southern Queensland This book fills a great need that has existed since our world of reading and writing became so multimodal. Boyd White and Amelie Lemieux provide an entree into the world of aesthetics for any teacher who is interested in adding to their students' responsive palettes. The technique of using `aesthetigrams,' as described by White and Lemieux, will enable teachers and students to share a common vocabulary for articulating what is often difficult to articulate. -William Kist, Professor, Kent State University, Author, New Literacies in Action and Getting Started with Blended Learning In this book readers can find some important clues and insights regarding ways to capture, share, and discuss the emotional and aesthetic reactions of young readers to texts of all types: written, visual, and auditory. Based on a solid grounding of phenomenological theory, the authors provide lots of examples and illustrations of ways to tackle one of the most persistent issues of teaching and learning. My favourite participant quote is from the second grade student who described the way his body feels like a volcano during philosophical enquiry! This is a feeling that we can relate to, and seek out in our classrooms. An original and highly recommended text. -Ralf St. Clair, Dean of Education at Victoria University

This book fills a great need that has existed since our world of reading and writing became so multimodal. Boyd White and Amelie Lemieux provide an entree into the world of aesthetics for any teacher who is interested in adding to their students' responsive palettes. The technique of using `aesthetigrams,' as described by White and Lemieux, will enable teachers and students to share a common vocabulary for articulating what is often difficult to articulate. -William Kist, Professor, Kent State University, Author, New Literacies in Action and Getting Started with Blended Learning In this book readers can find some important clues and insights regarding ways to capture, share, and discuss the emotional and aesthetic reactions of young readers to texts of all types: written, visual, and auditory. Based on a solid grounding of phenomenological theory, the authors provide lots of examples and illustrations of ways to tackle one of the most persistent issues of teaching and learning. My favourite participant quote is from the second grade student who described the way his body feels like a volcano during philosophical enquiry! This is a feeling that we can relate to, and seek out in our classrooms. An original and highly recommended text. -Ralf St. Clair, Dean of Education at Victoria University This book has at its core art and aesthetics. It is beautifully written prose about the use of aesthetigrams, and other arts-based and creative approaches, with both under and post-graduate students. The method and way of thinking with aesthetigrams allows students and researchers to visually map their individual interactions with art, aesthetics and philosophy. A theoretical, strong text, the book provides accessible and practical implications for the use of aesthetigrams across a range of contexts. Boyd, for example, shares his experiences teaching in higher education whereby students, who come from a range of personal, social and cultural backgrounds, are encouraged to utilise their own capabilities to perceive art and aesthetic experience. Through the use of aesthetigrams students reflect, ponder and `feel/smell/taste' art. Later in the text, another example with a focus on poetry shows the powerful results of such reflective and reflexive approaches. Lemieux applies the method in a secondary school classroom context in relation to literature. Students are requested to respond to a literary play through ekphrastic writing as well as aesthetigrams. Students show deeper understandings of artistic works as a result of the methods outlined in this text. I would recommend other educators who work in similar areas to embrace this book. While the ultimate goal is for students to appreciate and critique art, what happens in reality is their own personal transformations in `living,' `engaging,' `being in flow' and `becoming wide-awake.' -Georgina Barton, Associate Professor of Literacies and Pedagogy, University of Southern Queensland

In this book readers can find some important clues and insights regarding ways to capture, share, and discuss the emotional and aesthetic reactions of young readers to texts of all types: written, visual, and auditory. Based on a solid grounding of phenomenological theory, the authors provide lots of examples and illustrations of ways to tackle one of the most persistent issues of teaching and learning. My favourite participant quote is from the second grade student who described the way his body feels like a volcano during philosophical enquiry! This is a feeling that we can relate to, and seek out in our classrooms. An original and highly recommended text. -Ralf St. Clair, Dean of Education at Victoria University This book fills a great need that has existed since our world of reading and writing became so multimodal. Boyd White and Amelie Lemieux provide an entree into the world of aesthetics for any teacher who is interested in adding to their students' responsive palettes. The technique of using `aesthetigrams,' as described by White and Lemieux, will enable teachers and students to share a common vocabulary for articulating what is often difficult to articulate. -William Kist, Professor, Kent State University, Author, New Literacies in Action and Getting Started with Blended Learning This book has at its core art and aesthetics. It is beautifully written prose about the use of aesthetigrams, and other arts-based and creative approaches, with both under and post-graduate students. The method and way of thinking with aesthetigrams allows students and researchers to visually map their individual interactions with art, aesthetics and philosophy. A theoretical, strong text, the book provides accessible and practical implications for the use of aesthetigrams across a range of contexts. Boyd, for example, shares his experiences teaching in higher education whereby students, who come from a range of personal, social and cultural backgrounds, are encouraged to utilise their own capabilities to perceive art and aesthetic experience. Through the use of aesthetigrams students reflect, ponder and `feel/smell/taste' art. Later in the text, another example with a focus on poetry shows the powerful results of such reflective and reflexive approaches. Lemieux applies the method in a secondary school classroom context in relation to literature. Students are requested to respond to a literary play through ekphrastic writing as well as aesthetigrams. Students show deeper understandings of artistic works as a result of the methods outlined in this text. I would recommend other educators who work in similar areas to embrace this book. While the ultimate goal is for students to appreciate and critique art, what happens in reality is their own personal transformations in `living,' `engaging,' `being in flow' and `becoming wide-awake.' -Georgina Barton, Associate Professor of Literacies and Pedagogy, University of Southern Queensland

Author Information

Boyd White, Ph.D. in Art Education (Concordia University), is Associate Professor, Faculty of Education, at McGill University. He is the author of Aesthetics Primer (2009), Essays on Aesthetic Education for the 21st Century (2010), and Aesthetics, Empathy and Education (2013), co-edited with Tracie Costantino. Amélie Lemieux is a Ph.D. Candidate (Educational Studies) at McGill University. Her research interests focus on the intersections between aesthetic reception and literacy, particularly in school settings. She has received two CGS Bombardier scholarships (M.A., Ph.D.) for her research in that area.

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