Inquiry Based Curriculum in a Public School Art Room: Aesthetic Education and Lincoln Center Institute

Publication Year:
2013
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Repository URL:
https://scholarworks.wmich.edu/masters_theses/119
Author(s):
Denaway, Jacqueline
Tags:
Art education; aesthetic education; inquiry; curriculum; Lincoln Center
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thesis / dissertation description
This thesis takes an in-depth look at the history of the Lincoln Center Institute (LCI), specifically its aesthetic education philosophy and practices. Included is analysis of the origin of aesthetic education and important philosophical views related to it. Emphasis is placed on the ideas of Maxine Greene, whose philosophy is the core of Lincoln Center Institute, as well as the key skills that are acquired when learning through aesthetic means. Lincoln Center Institute has been a leader in arts education and aesthetic education for several decades. This paper will explore how LCI's philosophy of aesthetic education differs from other philosophies and, through a series of lesson plans, demonstrates what the LCI philosophy looks like in practice. The importance of the practical application of a philosophy cannot be overstated. This practical aspect must be present in order for the philosophy to be utilized. I will look at how applicable LCI's philosophy is to a public school elementary art classroom by attempting to create a one year long art curriculum that closely follows the LCI model. This thesis relies primarily on documents from the Lincoln Center Institute and Maxine Greene, as well as texts, theses, and dissertations related to LCI, aesthetic education, educational philosophy, and curricular unit planning.