1.Background/ Objectives and GoalsEnvironmental aesthetics is one of the newly emerging aesthetics concepts of the 20th century; it originated as a reaction to Kant’s “disinterested” aesthetics judgment as well as classical arts, pursuing instead the study of the aesthetic appreciation of natural and human environments. In a broad sense, by exploring the meaning of environmental aesthetics, redefining environment, and expanding aesthetic concepts in general, it offers a new way of thinking for schools in Taiwan to develop students’ aesthetics literacy. The purpose of this study, thus, is to develop the core concepts of environmental aesthetics curriculum. 2.MethodsThis study adopts a literature review and Delphi retrospective questionnaire to investigate the knowledge and intuition of experts to effectively handle an event or an issue, rather than only one investigation conducted in most traditional questionnaires. 3.Expected Results/ Conclusion/ ContributionUnder the “conceptual framework of core concepts of the environmental aesthetics curriculum, ”there are two dimensions: “aesthetics capabilities” and “aesthetics contents” of environment, followed by two respective sub-dimensions that include three categories and eight sub-categories of “aesthetics capabilities” and three themes and seven sub-themes of “aesthetics contents”.Furthermore, descriptions of each category/sub-category as well as theme/sub-theme have been provided; examples are also given for each “sub-category.” For example, in 1b, “perception capability” is described and an example provided below: “It begins when a subject actively cares for and explores the environment; it runs through basic characteristics such as integrity, selectivity, rationality, and consistency; it is the recreation and reconstruction ability of humans towards the environment. For example, through smell and hearing senses, we are able to perceive the mixed atmosphere of urban and rural areas in the air of a specific place.” In Ba, “beauty of understanding,” the description is provided below: “It refers to aesthetics judgment being realized and enhanced through knowing and understanding knowledge in various fields, including relevant knowledge of aesthetics judgment, scientific knowledge, or cultural and historical knowledge.” The research results of this study can be used for curriculum design in environmental aesthetics curriculum.
Ya-Ting Lee, National Pingtung University, Taiwan
Stream: Humanities - Teaching and Learning
This paper is part of the ACAH2017 Conference Proceedings (View)
View / Download the full paper in a new tab/window
Comments & FeedbackPlace a comment using your LinkedIn profile
Share this Research