An ecological approach to art education: environmental aesthetics

Abstract

Art curricula are often linked to the notion of an end product and a prevailing definition and concept of art. These are usually limited by cultural attitudes. This article proposes that a course in environmental aesthetics that gave priority to experiential methods without ignoring theoretical work on relations between aesthetics, culture and nature would prepare students with the necessary sensitivity and awareness towards perceptual, sensory qualities. The author's claims that students' creativity and imagination have to be activated through sensory perception before any traditional art techniques or theories can be educationally effective are based on 30 years of teaching such methods.

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