The Arts in Curriculum: Aesthetics, Embodiment and Well-Being

Auteurs-es

  • Avril Aitken Bishop's University
  • Margaret Dobson McGill University
  • Maria Ezcurra McGill
  • Claudia Mitchell McGill University
  • Teresa Strong-Wilson McGill University

DOI :

https://doi.org/10.25071/1916-4467.40370

Mots-clés :

artistic expression, voice, aesthetic response, re-humanization, arts education, self- study, definition of art

Résumé

This issue invites the reader to join the authors in a quest for the meaning of Arts in Curriculum; it calls on those reading to see, and not merely look. Drawing on the unique perspectives of educators, artists of diverse forms, and curriculum theorists, the issue invites a consideration of how the unique visions and personal experiences expressed in the issue foster thinking about Aesthetics, Embodiment and Well-being and their place in provoking transformation.

Téléchargements

Publié-e

2018-08-31

Comment citer

Aitken, A., Dobson, M., Ezcurra, M., Mitchell, C., & Strong-Wilson, T. (2018). The Arts in Curriculum: Aesthetics, Embodiment and Well-Being. La Revue De l’association Canadienne Pour l’étude De Curriculum , 16(1), 1–5. https://doi.org/10.25071/1916-4467.40370

Numéro

Vol. 16 No. 1 (2018): Les arts dans les études curriculaires : esthétique, incarnation et bien-être

Rubrique

Éditorial

Licence

Creative Commons License
Copyright for work published in JCACS belongs to the authors. All work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International license.