Context Building and Educating Imaginative Engagement

Autor/in	Fenner, David E. W.
Titel	Context Building and Educating Imaginative Engagement
Quelle	In: Journal of Aesthetic Education, 44 (2010) 3, S.109-123 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8510
Schlagwörter	Art; Aesthetics; Audiences; Readiness; Context Effect; Imagination; Psychological Patterns; Attention; Films + Suchen Sie Ihr Suchwort? Arts; Kunst; Ästhetik; Spectator; Zuschauer; Aufmerksamkeit; Film
Abstract	When audience members consider aesthetic objects and/or works of art, they typically bring to their consideration a number of perspectives through which the object is considered. These include background beliefs, personal associations, taste preferences, and attitudes and values. Using Alan Goldman's aesthetic value theory as a platform, I consider how the use and manipulation of these perspectives--the use and manipulation of these subjective, psychological contributions to the experience--can result in the enhancement of value, both in individual aesthetic experiences and in readying the audience member for deeper and richer aesthetic experiences in the future. They call the perspectival aspect I focus on "aesthetic engagement preparation." Through building contexts, proactively or passively, within which to consider artworks/aesthetic objects, we position ourselves for enhanced aesthetic experience through enhanced imaginative engagement with the object. The paper concludes with advice on how aesthetic educators can foster "aesthetic engagement preparation" in their students. (Contains 7 notes.) (ERIC).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10