A Study on aesthetic education of language art in the elementary school –from Maxine Greene’s perspectives of aesthetic education

[[abstract]]A Study on aesthetic education of language art in the elementary school –from Maxine Greene’s perspectives of aesthetic education Yu-huan, Lu Abstract The purpose of this study is to analyze a language art teacher’s teaching philosophies and the implementations in the elementary school from Maxine Greene’s perspectives of aesthetic education. Adopting the case study approach, the methods applied for data collection includes classroom observation, interview, document and researcher’s notes. Based on research findings, the directions, reflections and suggestions for aesthetic education are provided as follows： Ⅰ. Directions for aesthetic education： 1. The main point of aesthetic education in language art class： （1）Teachers must infuse self-consciousness into the texts to foster Communication and dialogues. （2）Teachers have to perceive the elements of learning, and provide enough contexts and imaginational clues. （3）Teachers need to apply artistic education strategies to design experiential, interpretational and sharing activities. （4）Teachers have to discuss aesthetic questions with students and provide learning connections to lead students into the aesthetic realm. 2. Strategies of aesthetic education include experience, interpretation and exploration of drama, writing and reading activities based on aesthetic questions. Ⅱ. Reflections on aesthetic education: Reflections from the concluding discussion are focused on the value of aesthetic education in language art class, the purpose of applying artistic education strategies to language art class, the feasibility of applying artistic education strategies to language art class, the purpose of aesthetic teaching, and the feasibility of applying artistic education strategies to other subjects. Ⅲ. Suggestions for aesthetic education: 1.Teachers should be encouraged to apply aesthetic education to language art class. 2.The primary task to promote aesthetic education in language art class is to develop students’ sensibility. 3.The implementation of artistic education strategies in language art class should be encouraged. 4.Teachers should make good use of aesthetic questions to create freedom and dialogical space. 5.Teachers need to be provided opportunities of aesthetic experience. Key words：Maxine Greene、Aesthetic education、language art